:^ €.1 1 




LB 




Class _!___ 
Book L 



-i-t 



Gop}7ig]itN?_ 



aj'? 



COPYRIGHT DEPOSm 




PLAN OF WORK 

FOR 

THE PROGRESSIVE 
ROAD TO READING 

BY 

GEORGINE BURCHILL 

Teacher, New York City 

WILLIAM L. ETTINGER . 

City Superintendent, New York City 

EDGAR DUBS SHIMER 

District Superintendent, New York City 




SILVER, BURDETT AND COMPANY 

NEW YORK BOSTON CHICAGO 



rX^ 



5 



-^*jA 



THE PROGRESSIVE 
ROAD TO READING 

STORY STEPS. 96 pages. 
BOOK ONE. 128 pages. 
BOOK TWO. 160 pages. 

INTRODUCTORY BOOK THREE. 

176 pages. 

BOOK THREE. 192 pages. 

INTRODUCTORY BOOK FOUR. 
240 pages. 

BOOK FOUR. 272 pages. 

BOOK FIVE. 288 pages. 

BOOK SIX. 320 pages. 

PLAN OF WORK. 115 pages. 



Copyright, 1009, 11)10, 1914, 1917, 1919, ky 
SILVER, BURDETT AND COMPANY 



M(\R 31 1919 

)CI.A5i5i>58 



CONTENTS 



PAGE 

Introduction iv 

CHAPTER 

I. How TO Teach Story Steps 1 

11. Phonetic Development 19 

III. Suggested Phonetic Drill 26 

IV. Written Language — Words 76 

V. Written Language — Sentences .... 90 

VL Seat Work . 100 



INTRODUCTION 

OUTLINE 

I. THE CRITERION OF READING 

II. THE PROGRESSIVE ROAD TO READING 
METHOD 

(rt) Stimulus: Interest in a story. 

(6) Pure phonics: Ear training, 

(c) Phonetics: Eye training, 

(c^) Manual expression, 

(e) Recapitulation. 



IV 



INTEODUCTION 

I. THE CRITERION OF READING 

The only criterion acceptable to-day for the 
soundness of any method of teaching reading to 
a beginner is this : Does the method from the start 
train in power to grasp not a word but a related 
set of words, a sentence, an entire situation ? Does 
the method proceed from wholes to parts and back 
again to clearer wholes? Does it advance from a 
unit of thought, a sentence, to the words as words 
without loss of the relationship among the words? 
Is a flow of association maintained among the 
words as parts of 'the original whole from which 
they have been disentangled, or. as parts of a dif- 
ferent whole created anew out of the same words 
set in other relations ? 

It is this relation idea that makes for true read- 
ing, as opposed to mere word calling with little 
or no consciousness of a higher unity. Does the 
method ingrain this sentence habit first, and then 
proceed, and not till then, to treat a word as a 
whole, analyze out of it the constituent parts, and 
synthesize these back again into the original word 
or new words ? 



vi INTRODUCTION 

II. THE PROGRESSIVE ROAD TO READING 
METHOD 

(a) Stimulus 
In the Progressive Road to Reading method 
vital interest in a story is the stimukis. The 
surest way to catch a child's attention and to hold 
it is to arouse his imagination and give it ample 
room for play. Wlien this has been successfully 
accomplished, the strongest possible motive for 
learning to read will have been created. 

(6) Pure Phonics 

In the beginning only the ear and the tongue 
are involved. Somid leads to thought, and thought 
to speech. "Tell me a story!" is the dominant 
expression. This creates a golden opportunity for 
pure phonics, — clear enunciation, clean articula- 
tion, and full, rich, deep tones of voice. The 
children will pay the price, if the teacher insists. 
Correct habits of speech will follow. Clear enun- 
ciation and articulation must be insisted upon even 
to the point of dra-mat-ic ex-ag-ger-a-tion. Let the 
t be plainly heard in went; the d in and and 
found; in short, never slight the final consonant. 

Careful work in phonics during the teaching of 
the first group of stories must precede any attempt 
at phonetics. Not until the ear has been taught 
to discriminate nicely and the tongue to execute 
accurately should the eye he called upon to ana- 



INTRODUCTION vii 

lyze sight words into their phonetic parts. Train 

the ear before the eye. Always let phonics (ear- 

and-tongue exercise such as even a blind pupil 

can follow) precede phonetics (work involving the 

eye). 

(c) Phonetics 

In the second place the visual relations between 
the thought and the printed, or the written, sen- 
tence are established, so that the pupil may get 
the thought as promptly from a sentence seen as 
from one heard. 

Now the pupil is ready for the establishment 
of the visual relations between the separate ideas 
of a sentence and the separate words printed, or 
written, to represent the ideas. 

By a still further analysis the pupil is led to 
discover the auditory relations between the sepa- 
rable sounds, or phonic elements, of a spoken 
word, and the visual relations between the let- 
ters, or phonetic elements, used to represent these 
sounds to the eye. Suppose we take the present 
order in the Plan of Work. Write cow. Cover 
ow and sound c. Then cover c and pronounce 
ow. Soon the ear will perceive the sound that 
is attached to the particular part. 

This is the process in phonetics : Tear sight 
words to pieces and find smaller parts, with which 
(1) to rebuild the original word and so get a firmer 
grasp on it and (2) to build new word wholes. 



viii INTRODUCTION 

(f?) Manual Expression 

Accompanymg this phonetic analysis there is 
a carefully planned method of visualization which 
develops manual expression, and leads at an early 
stage to spelling, dictation, written reproduction, 
and composition. 

Indeed, the teaching of reading may, as a class- 
room discipline, become the radiating and illumi- 
nating center of the entire circle of sensory-motor 
activities that should constitute the curriculum 
for first-year children. No Indian was ever more 
interested in a "talking leaf" than these little 
ones just out of the kindergarten are in the writ- 
ten expression of thought. 

The tactful teacher will be able to set all other 
subjects of instruction into wholesome reaction 
with reading. This may be done whether the 
class be taught as a unit, or, as is recommended, 
in groups. In either case independent seat work 
is not only desirable but necessary for best results. 

(e) Recapitulation 

Delight in a story will sustain interest. Care- 
ful attention to enunciation and articulation, or 
pure phonics, must attend all oral work. 

In establishing visual relations begin with a sen- 
tence, sustaining glowing interest. Go to phrases, 
then to words and back again to the same sen- 
tence; then to similar sentences from the same 



INTRODUCTION ix 

phrases and words. Proceed until you can get 
quite different sentences as to meaning and tone 
out of your word stock. 

By this time, through clear articulation, insisted 
upon all the time from the beginning, you will have 
laid a good phonic basis for analyzing words into 
phonetic parts. In accomplishing this, repeat the 
general process. As soon as you have the parts, at 
once rebuild the words taken apart. Do this until 
the pupil sees, often all by himself, that a part of 
one word will join with part of another to make 
still another word which he Imows, but now sees for 
the first time. What a gurgle of joy attends this 
discovery ! May we not say invention ? He has 
created this word, and like every creator, as he 
looks upon his work, he thinks his creation good. 

Proceed from wholes to parts and back again 
from the parts to the original wholes until later 
you can go from these parts to new wholes. This 
taking apart and putting together finally gives 
swift recognition of the parts in any relation, and 
automatic power over them. So the child by mas- 
tery of the phonetic symbol comes into possession 
of his real inheritance. He has the key to unlock 
the treasures of literature awaiting appropriation. 



CHAPTER I 

HOW TO TEACH STORY STEPS 

OUTLINE 

I. ORAL WORK : Development of Content 

(a) Telling of the story by the teacher. 
(h) Conversation on the subject-matter of the 
story and manual training. 

(c) Oral reproduction of the story by the pupil. 

(d) Dramat zation. 

II. BLACKBOARD WORK : Establishing of Relations 

(a) Presentat'on of the first sentence as a whole. 

(b) Recognition of phrases and words by position. 

(c) Recognition by comparison. 

(r/) Independent recognition of words. 

(e) Drill in rearrangement of words. 
(/) Class grouping. 

(g) Silent drill for third group. 

III. BOOK WORK : Reading of the Story as a Whole 

(a) The first and the second story to have entire 
blackboard presentation. 

(h) The remaining stories to have blackboard pres- 
entation of new words only. 

IV. REVIEW WORK : 

Vocabulary of each story for daily drill. 



CHAPTER I 

HOW TO TEACH STORY STEPS 

First Step 

I. ORAL WORK: Development of Content 

(a) Telling of the Story 

Before the actual work of reading the first story 
is begun, each child must know the story, and must 
be able to give his own version of it. The teacher 
must tell the story to the children, and she must 
tell it so simply, dramatically, and vividly that it 
will take instant hold on the child imagination. 
Then she should ask the children to tell her the story. 

(6) Conversation 

In order to lay the basis for full oral reproduction 
on the part of the child, the teacher must develop 
understanding by combining with conversation all 
forms of manual activity, nature study, and drama- 
tization. Pupils should become familiar with the 
calls of the different animals appearing in the story. 
They should reproduce the calls dramatically and 
realistically. Nothing will make the first story of 
Story Steps more fiat and lifeless than to allow pupils 
to reproduce the calls in a careless, unimitative 
manner. 

1 



2 THE PROGRESSIVE ROAD TO READING 

(c) Oral Reproduction 

The work in oral reproduction must go hand in 
hand with the work in reading. It must by no means 
be neglected, especially in classes composed of 
children of foreign parentage. In these classes the 
power to read will very quickly outstrip the power 
to tell what has been read. Therefore have abun- 
dant oral work based on stories of your own selection. 

Do not require the children to repeat a story with 
many incidents and characters, and with frequent 
changes of the point of view. Select stories with 
but one incident and few characters. Rewrite the 
story, cutting out all description and all sentences 
containing difficult idiomatic phrases. 

It is to be rememl^ered that l^efore a child can ex- 
press what he has heard, he must have command 
of the necessaiy words. Some children at the age 
of six have a vocalmlaiy which en allies them to re- 
produce in their own way any simple story ; others 
seem to have almost no vocabulaiy. These children 
will not be aljle to reproduce at all ; they will have 
to acquire a vocal^ulary, before any reproduction is 
required. The reading will teach new words, and 
the daily stoiy-telling will give facility in using them. 

(d) Dramatization 
Let the children dramatize the stories. Spon- 
taneous dramatization should be encouraged in order 
to gain freedom of expression. Let this dramatiza- 



HOW TO TEACH STORY STEPS 3 

tion be entirely informal and always acceptable, 
however crude. The vivid imagination of the child 
will cover all crudity. 

Second Step 

II. BLACKBOARD WORK : Establishing Relations 

The content of the first story in Story Steps is so 
simple, so within the experience of every child, that 
the introductory oral work may be covered in a 
minimum of time and the blackboard work may 
begin. 

(a) Reading of the First Sentence 

The teacher reminds the children of the first event 
in the story of " Dicky Dare." She prints, or writes, 
it on the blackboard, reading aloud as she does so. 



aiTL gOlTl 



.0 schi 



As the children know what has been written, they 
will be able to read it as a whole. Have several 
children read it. 

(6) Recognition by Position 

Now the teacher underlines the phrases ; as, 
am going; to school; and pointing to them has 



4 THE PROGRESSIVE ROAD TO READING 

them read. After this she calls the phrase and 
has the pupil point it. 




Next the teacher underlines words. At first she 
points and the pupils name what is pointed out ; 
after that, the teacher names the words and the 
pupils point. Some child will be able to point to 
/, going, school. Underline these words, and have 
the children point to them several times 



am 



cKoo 



In teaching the slow pupils it will be necessary to 
have each child go through the process of finding the 
words and pointing to them. If three words are too 
many for the children to grasp, take two. 

(r) Recognition by Comparison 

With the sentence still on the blackboard, print 
the underlined words directly beneath the same 
words in the sentence, and let the children name 
them by comparison with the words in the sentence. 
Then reprint these words over and over again on 



HOW TO TEACH STORY STEPS 5 

different parts of the blackboard until the children 
have ceased to refer to the sentence. 




This step is a very important part of the method ; 
the teacher must not ask the children to recognize 
words independently until she is certain that recog- 
nition by direct comparison has been thoroughly 
accomplished. The slowest children will need more 
time for this step than for any other in this series. 

(d) Independent Recognition 

When the teacher is reasonably sure that the 
children know the words without reference to their 
position, she should erase the sentence. The words 
to be taught should now be printed in columns. 
This time the children should be required to recog- 
nize them instantly. Keep on printing column 
after column in order to make entirely new presen- 
tations of old words. Teach the remaining words 
of the sentence in the same way. 



THE PROGRESSIVE ROAD TO READING 




(e) Drill in Rearrangement 

The prime law in teaching separate words is that 
they shall not be taught as bare words merely. 
Never lose sight of sentence unity and the relation 
among words. The latter is far more than the mere 
words give sign of. It is a contribution from the 
mind of the child and e\ddences not mere memory, 
but a relating power, the art of thinking. 

When all the words in a sentence have been 
learned, they should be rearranged, if possible, and 
the children required to read the rearranged sentences. 
Then they should l^e coml^ined m new rearrangements 
with the words from previous sentences. 

The following drill deals with the first story in 
Story Steps, ''Dicky Dare." The first line in each 
set is the original sentence. 



HOW TO TEACH STORY STEPS 

" I am going to school," 
Am I going to school? 
I am. I am, 
I am going. 
I am going to school. 

said Dicky Dare. 

Dicky said, " I am going." 
I am Dicky Dare. 

On the way he met the cow. 
Dicky met the cow. 
He met the cow on the way. 
On the way to school he met the cow. 

" Good morning, Cow," 
said Dicky Dare. 

Dicky Dare said, 

" Good morning. Cow. 

I am on the way to school." 

" I am going to school," 

said he to the cow. 

" Moo ! Moo ! " said the cow. 
Dicky Dare met the cow on the way. 
The cow said, " Moo ! " to Dicky. 
The cow met Dicky Dare on the way. 
" Moo ! " said the cow to Dicky. 

He walked until he met the sheep. 

Dicky Dare walked to school. 
He walked until he met the cow. 
The cow met Dicky on the way. 
Dicky walked until he met the sheep. 
On the way the sheep met Dicky. 



THE PROGRESSIVE ROAD TO READING 

" Baa ! Baa ! " said the sheep. 

Dicky met the sheep on the way. 

The sheep said, " Baa ! " to Dicky Dare. 

The sheep walked until he met Dicky Dare 
on the way to school. 

" Baa ! Baa ! " said the sheep to Dicky Dare. 

" Oof ! Oof ! " said the pig. 
On the way to school 1 )icky Dare met the pig. 
The pig said, " Oof ! " to Dicky. 
The pig walked until he met the sheep. 
" Baa ! " said the sheep to the pig. 
" Oof ! " said the pig to the sheep. 

" S-S-S ! " said the goose. 
Dicky walked to school. 

He walked until he met the cow, the sheep, the pig. 
On the way he met the goose. 
The goose said, " S-S-S ! " 
Said Dicky Dare, " Good morning, Goose." 
" S-S-S ! " said the goose. 

And Dicky Dare went to school. 

Dicky went to school. 

He walked on the way until he met the cow, 
and the sheep, and the pig, and the goose. 

To the cow he said, " Good morning, Cow. 
I am going to school." 

And the cow said, " Moo! Moo! " to Dicky Dare. 

Dicky went to the sheep and said, 
" Good morning, sheep." 
And the sheep said, " Baa! " 



HOW TO TEACH STORY STEPS 9 

" Good morning," said Dickji Dare 
to the pig and to the goose. 

"Oof! Oof!" said the pig. 

The goose said, " S-S-S," 
and Dicky walked and walked. 

He said, " I am going to school," 
and he went to school. 

This drill should hy no means he omitted or slighted, 
as it is the principal means of guarding against rote 
work, which, if allowed to creep in, will destroy real 
progress. 

In giving the rearranged sentences remember that 
rereading the same sentence from the blackboard 
to get greater facility and perfection is not nearly 
so effective as rewriting the sentence for rereading, 
just as if what once had been attempted from the 
board had disappeared and could no longer be seen. 
This prevents all possible local association with the 
top, the bottom, or the side of the board. This is 
true also of words. Keep on filling the board, even 
if it be with the repeated writing of only half a 
dozen words. Never try to run the mill with water 
that has gone by. 

Do not attempt the drill in rearrangement of words 
until the individual words are firmly fixed in the 
child's mind. If the little steps are hurried over, 
and the words but half known, the reading of the 
sentences will be halting. 



10 THE PROGRESSIVE ROAD TO READING 

Sometimes a child does not get the thought in the 
sentence. This will be shown by his inability to 
repeat the sentence without looking at the board, 
or by a slow and uncertain repetition of the sentence, 
showing that he remembers merely a collection of 
words, and not the thought contained in them. The 
best guard against this meaningless reading is a 
firm drill in independent recognition of individual 
words. 

Drill at least two days on the words of a new sen- 
tence, l^efore attempting to rearrange the words. 
An experienced teacher may allow herself a little 
hberty m this direction, but not the beginner. 

(/) Class Grouping 

After several sentences have been read by the 
pupils, the class may be grouped. 

First Group : those who, when the sentence is 
printed on the blackboard, recognize the words 
without effort. 

Second Group : those who need to be taught, 
whose minds follow the steps easily but never skip 
over any. 

Third Group : those who must be taught the same 
thing two or three times before grasping it. This 
group will include those who find difficulty in rec- 
ognizing words without reference to their position 
in the sentence. 

Foreign children will take a long time to get the 



HOW TO TEACH STORY STEPS 11 

thought, and there may be some children who will 
not recognize the words in their new relations. 
These children should be helped, and a drill should 
be given, then and there, with the entire group on 
all the words that have been forgotten. 

The grouping done at this stage of the work must 
necessarily be tentative, and for some weeks children 
will shift from group to group ; but the work of the 
first year progresses so much more rapidly if done 
in groups that it is well to begin grouping as soon 
as possible. The rating should he low. If the rating 
is high, the teacher is constantly pulling some one 
up to the level. Good grouping does away with 
this trouble. 

At this stage, it is far better to place the nervous 
and the slow children in the third group, where they 
will have time to accustom themselves to strange 
surromidings, and where they will develop naturally, 
than to place them in the second group, and drag 
them up to the level of the others. 

Each group must be allowed to advance as far and 
as fast as it can. Promotion from lower to higher 
groups during the term must be allowed. This 
will prevent arrested development, and allow nat- 
ural progress. Often the lowest group disappears 
altogether, especially when they have a maximum 
of silent work just a little beyond their ordinary 
power. Here lies the secret of the gradation in 
Progressive Road to Reading. 



12 THE PROGRESSIVE ROAD TO READING 

(g) Silent Drill for Third Group 

For the third group the teacher should test the 
results of the drill in the rearrangement of words by 
the following method : 

The teacher prints on the blackboard the following 
sentence, "I am going to school," and then asks 
the class to read silently. As each child finishes he 
leaves his place and whispers the sentence to the 
teacher. He then passes to the other side of the 
room. This silent drill insures individual work 
and enables the teacher to detect weak spots. The 
necessity of requiring all the work from each indi- 
vidual in the group cannot be too strongly impressed 
upon the teacher. 

The ]3lackboard work must be tid}^ ; that is, the 
words must be printed neatly, and the printing must 
be carefully done. An untidy l^lackboai'd results in 
visual confusion ; and visual confusion in a child 
of six means mental confusion. In a very short 
time the teacher will acquire facility in printing 
rapidly and neatly. 

Print the words or sentences one by one. Have 
each child read the word or sentence silently and 
raise his hand when he has finished. Do not begin 
at the end of the group and have the children recite 
in turn. One thing to be remembered in this kind 
of work is, not to let the children tire ; have two 
short periods, rather than one long one. 



HOW TO TEACH STORY STEPS 13 

Third Step 
III. BOOK WORK : Reading of the Story as a Whole 

When the children have gone over the enth^e story, 
sentence by sentence, m the manner indicated in 
the two foregoing steps, the book should be placed 
in their hands so that they may read the story as a 
whole. Have them read a certain portion silently, 
and when they have finished, let them stand. Ob- 
serve proper grouping, and help the slow ones. In 
oral readmg when the book is first used, let each 
child read only a single sentence. When some degree 
of power is attained he may be trusted to read a 
paragraph ; later, several paragraphs ; and finally, 
a page or the entire story. 

Let the same practice be pursued with regard to 
the second story, "The Sheep, the Pig, the Cow, 
and the Goose." The preliminary blackboard drill 
must not be sKghted. 

The remaining stories require only that the new 
phrases and words be presented on the blackboard 
previous to the reading of the stories from the 
book. 

The primary teacher shows her power by the 
number and variety of the devices which she uses 
for clinching the results of her teaching. She will 
never neglect the preHmmary oral and blackboard 
work prescribed as absolutely necessary before the 
book may be put into the hands of the children. 



14 THE PROGRESSIVE ROAD TO READING 

"Therefore her pupils soon find it possible to read 
silently an entire story, and they do it repeatedly 
for very pleasure. 

This silent reading is the direct road to power. 
The child gradually learns from the context to deter- 
mine for himself new words without having had them 
presented on the blackboard. 

IV. REVIEW WORK 

Before the phonetic work is begun all words must 
be learned as sight words ; and, that the child may 
recognize them instantly, they must be frec^uently 
and thoroughly reviewed. 

But from the l^egiiming it is well to keep separate 
the unphonetic words, and to review them daily. 
The teacher will find that she can facilitate review 
work by using "perception cards." Printed per- 
ception cards may be purchased from the pul)lishers, 
or the teacher can easily make a set with stiff card- 
board and good black ink. They impress the words 
readily on the child's mind and save the teacher's 
time. 

The following list of sight words, some of which, 
though phonetic, seem to present difficulties to chil- 
dren, is suggestive and may be extended at the dis- 
cretion of the teacher. This list should be made up 
as the words occur in the reading lessons, and be 
used on the perception cards : 



HOW TO TEACH STORY STEPS 



15 



to 


said 


went 


one 


build 


they 


are 


you 


come 


here 


what 


doing 


would 


why 


your 


then 


flew 


had 


four 


two 


eyes 


saw 


many 


heard 


girl 


put 


who 


once 


was 


every 


some 


could 


their 


have 


off 


give 


this 


but 


should 


only 


again 


pigeon 


were 


iron 


woman 



The teacher should not drill on sight words that 
in a few weeks will be included in the phonetic key. 

The following is an analysis of the vocabulary 
used in Story Steps, arranged to show the new 
words for each story. 



Dicky 

going 

on 

met 

Moo 

Baa 

S-S-S 



(i) Dicky 


Dare 


(pp. 7-1 1) 




Dare 




I 


am 


to 




school 


said 


the 




way . 


he 


cow 




good 


morning 


walked 




until 


sheep 


pig 




Oof 


goose 


and 




went 





(2) The Sheep, the Pig, the Cow, and the Goose (pp. 12-17) 

one out build a 

house they we are 

will too you help 

may come so by 

here all 



16 THE PROGRESSIVE ROAD TO READING 



(3) The Bear (pp. iS-22) 



bear 


day 


woods 


look 


for 


chestnuts 


not 


is 


in 


afraid 


of 


started 


Gr-r-r 


what 


doing 


my 


ran 


back 


little 





(4) Dicky Dare and His Sheep (pp. 23-30) 



his 


play 


wanted 


home 


would 


can 


because 


began 


cry 


rabbit 


came 


why 


away 


make 


your 


after 


then 


fox 


cries 


bee 


flew 


laughed 


buzz 


sting 


thank 




.. 






(5) Little 


Pig (PP- 31-38) 




lived 


with 


mother 


foimd 


had 


four 


feet 


cried 


wall 


big 


shall 


funny 


must 


run 


round 


barnyard 


two 


eyes 


saw 


ma un- 


things 


ears 


hear 


heard 


mouth 


eat 


nose 


smell 


just 


girl 


she 


pail 


milk 


hat 


coming 


put 


ground 


sniff 


drank 


it 


up 









HOW TO TEACH STORY STEPS 



17 



(6) The Kitten "Who Forgot (pp. 39-47) 



kitten 






who 




forgot 


once 


there 






was 




dog 


every 


when 






woke 




very 


hungry 


ask 






some 




could 


say 


bow 






wow 




hen 


try 


tall 






cluck 




that 


talks 


duck 






matter 




quack 


turkey 


gobble 






cat 




walking 


meow 


sand 
















( 


J) 


Three Little Kittens (pp. 48-54) 




three 






lost 




their 


mittens 









dear 




much 


feet 


our 






have 




bad 


no 


pie 






mew 




see 


purr 


soiled 






washed 




mouse 


w^ear 


hush 
















(S) 


The Cat and the 


Mouse (pp. 55-6 


2) 


bit 




ofi 




tail 


please 


give 


me 




if 




get 


hay 


farmer 


bread 




baker 


flour 


miller 


gave 


took 




did 










(9) 


The Lion and the 


Mouse (pp. 63-^ 


'I) 



lion 

seek 

this 

next 

loud 

still 

told 



fell 

hid 

but 

roar 

set 

sharp 



asleep 

behind 

let 

old 

free 

teeth 



mice 

under 

should 

tied 

again 

cut 



hide 

paw 

only 

rope 

be 

lay 



18 THE PROGRESSIVE ROAD TO READING 



(lo) The Little Pigeon (pp. 72-83) 



pigeon 


door 


growly 


grizzly 


sweet 


voice 


terrible 


stand 


new 


garden 


like 


down 


coo 


called 


loudly 


rather 


than 


child 


boy 


ball 


shouted 


were 


shouting 


sound 


from 


singing 


baby 


life 




(11) The Little 


Gray Pony (pp. 


84-96) 



gray 

ride 

clang 

coal 

sad 

miner 

rap 



pony 

as 

shoe 

iron 

an 

made 



man 

rode 

blacksmith 

heat 

woman 

new 



jump 

fall 

without 

storekeeper 

told 

tap 



CHAPTER II 

PHONETIC DEVELOPMENT 
OUTLINE 

I. TEACHING THE BLEND 

(a) Presentation of the word as a whole ; as cow. 
(6) Analysis of the word into its phonic (sound) and 
phonetic (sight) elements ; as c and ow. 

(c) Blending the elements to form the word. 

(d) Building new words by changing the initial con- 

sonant. 

II. TEACHING VOWEL SOUNDS 

(a) Discovering vowel sounds. 

(b) Use of diacritical marks. ' 

(c) Crossing off letters. 

III. DEVELOPMENT OF PHONETIC RAPIDITY 

(a) Meaning and practice. 

(b) Perception card drill. 

(c) Drill on miscellaneous words. 



19 



CHAPTER II 

PHONETIC DEVELOPMENT 

I. TEACHING THE BLEND 

The vocabulary of the first few stories serves as 
a foundation for sound-work. The phonetic de- 
velopment beghis after the completion of the first 
story. Cow is a good word with which to com- 
mence, because it forms part of the child's vocabu- 
lary, and because it is readily visuahzed and easily 
pronounced. 

In teaching the blend there are four steps : 

(a) Presentation of the Word 

Print the word on the blackboard. Do not under- 
line or distinguish the phonogram or the initial con- 
sonant in any way. 

(6) Analysis 

Pronounce the word slowly. While sounding c, 
cover the phonogram ow; while pronouncing the 
phonogram ow, cover the consonant c. (In teach- 
ing a sound or a phonogram, take it from a known 
sight word, always having the children discover for 
themselves the sound of the letter or the phonogram.) 

20 



PHONETIC DEVELOPMENT 21 

(c) Blending the Elements 

Be sure that the children not only perceive that 
the word is made up of two parts, c and ow, but 
that they understand how these parts are blended. 

(d) Building New Words 

Take consonants from sight words which occur in 
the first stories, for example, c from cow, h from 
by, h from he, etc. Then give the words cow, how, 
how, etc. Let this stage of the work take as much 
time as the children require. A comprehension of the 
blend is the principal thing. 

From the beginning insist that the child pronounce 
the entire word at once. Never allow him in attack- 
ing a word to voice separate phonetic symbols, but 
always have him sound them in the full and perfect 
blend of the word. 

Do not add a sound or a phonogram to the list for 
daily perception-card drill until the children have 
thoroughly associated it with the word of which it is 
a part. Be particularly careful in the case of phono- 
grams that are not words in themselves, as ing. 

II. TEACHING VOWEL SOUNDS 

(a) Discovering Vowel Sounds 

When vowel sounds are taught as such, diacritical 
marks are used for the first time. The teacher 
wants to teach the long sound of o. She prints the 



22 THE PROGRESSIVE ROAD TO READING 

word so on the blackboard. The children pronounce 
it. Then she covers the s and pronounces the o. 
Wlien the children have discovered that o says o, 
mark the letter and drill on new words. 

When the phonetic study has somewhat advanced, 
the reading will go veiy quickly, because only those 
words contaming the modified sounds of the vowels 
will be outside the key. 

(6) Use of Diacritical Marks 

Discontinue the markings a, e, i, o, u when the 
children know the effect of final e. This long mark 
is not again used except in case of words Mke how, 
etc., in which the vowel may have one of two 
sounds. 

After one month of work on any vowel drill, mark 
only the first word in a set, as hag, heg, big, hog, hug. 
Discontinue the use of this mark as soon as possible. 

The marks are to l^e used in the blackboard work 
because such preliminaiy blackboard drill smooths 
out most difficulties. After a time these marks in 
blackboard work may be discontinued. 

(c) Crossing Off Letters 
As soon as the work in phonetics is begun, cross off: 

1. The e before d, as in the word walk/id. 

2. All other silent letters, as in 

hiliild afraj^d he^ir co'jd 



PHONETIC DEVELOPMENT 23 

Note. — Ea (hear), ai (afraid), oa (coal), are taught 
later as phonograms, so the marking in these words is 
discontinued at that time. 

Do not cross off : 

1. One of double letters, as in little. 

2. The y following a, as in lay. 

3. Silent e at the end of a word, as in lame, 

4. The second e in double e, as in seen. 



III. DEVELOPMENT OF PHONETIC RAPIDITY 

(a) Meaning and Practice 

By phonetic rapidity is meant the power to see 
and at the same time to say. This power will be 
acquired by degrees. The children may know all 
the consonant and the vowel sounds perfectly, but 
the power to pronounce a word as quickly as the eye 
takes it in will come only by practice. The first 
and the second groups of pupils will have acquired 
this rapidity at the end of six months. The third 
group will take perhaps twelve months. 

But rapidity m blackboard work does not mean 
facility in reading from the book. Up to this point, 
phonetic drills may have taken first place ; but when 
rapidity in blackboard work has been gained, more 
time may be given to reading from the book to in- 
sure fluency in phrasing. 

The blackboard drills, however, must not be neg- 



24 THE PROGRESSIVE ROAD TO READING 

lected for a day. As the children acqun-e power, 
the drills may be made shorter, but they must not 
be dropped altogether. Since the phonetic key is 
the most important feature of the method, it is es- 
sential that the work be done with the utmost thor- 
oughness. 

Children who do not appear to acquire rapidity 
naturally must be taught to do so. For this pur- 
pose a small group is a necessity. Take the children 
by fives for a short, sharp exercise every day. Do 
not allow them to dawdle over the phonetic work. 
Train them to say at once, without hesitation, what- 
ever you put on the blackboard. Until some degree 
of phonetic rapiditj^ is acquired, a child will not read 
for pleasure. Therefore, give him this power as 
c{uickly as possible, for then he will do more than 
half the work himself. 

There is a time when the child seems to be able to 
pronounce a new word only after slowly, and often 
audibly, putting the different parts of it together. 
From the beginning teach him to do this silently, 
and quickly. Drill until a mei'e glance brings the 
word as a whole to the lips without hesitation, 

(6) Perception Card Drill 

Every phonogram, consonant and vowel sound 
should be reviewed daily by means of perception 
cards. The teacher may obtain these cards from 
the pubHshers or she may make them herself, print- 



PHONETIC DEVELOPMENT 25 

ing each sound as it is taught, on cardboard in 
letters large enough to be read at the back of the 
room. 

Take third-group work with the whole class. 

Take second-group work with the second and first 
groups. 

Take first-group work with the first group only. 

When a group stops reciting with the others, let 
it begin seat work specified for that group at the 
commencement of the lesson. 

(c) Drill on Miscellaneous Words 

A drill on miscellaneous words is a pleasant way 
of reviewing what the children know. It uses the 
same knowledge in ever-varying form, and is the 
principal means of increasing phonetic rapidity. 

The idea is not to teach a certain number of words, 
but to give the children facility in dealing with new 
reading matter. The blending of words in series 
only will not give the necessary phonetic strength 
to attack new material. Pupils must have daily 
experience in blending words from varying lists. 
The words used in these drills must contain phonetic 
elements with which the children are familiar. As 
each point in the phonetic work is taken up, words 
representing that point should appear in the mis- 
cellaneous drill. 



CHAPTER III 

SUGGESTED PHONETIC DRILL 
OUTLINE 

I. DRILL IN CONNECTION WITH STORY STEPS 

(a) First Set of Stories, pp. 7-30. 
(6) Second Set of Stories, pp. 31-62. 
(c) Third Set of Stories, pp. 63-9(3. 

II. DRILL IN CONNECTION WITH BOOK ONE 

(a) First and Second Sets of Stories, pp. 5-31. 

(b) Third Set of Stories, pp. 32-42. 

(c) Fourth Set of Stories, pp. 43-55. 

(d) The Remaining Stories, pp. 56-128. 

III. DRILL IN CONNECTION WITH BOOK TWO 

(a) Stories, pp. 5-41. 
(6) Stories, pp. 42-79. 

(c) Stories, pp. 80-122. 

(d) Stories, pp. 123-160. 

IV. DRILL IN CONNECTION WITH INTRODUC- 

TORY BOOK THREE 

(a) Stories, pp. 7-38. 

(b) Stories, pp. 39-84. 

(c) Stories, pp. 85-122. 

(d) Stories, pp. 123-176. 

V. REVIEW IN CONNECTION WITH HIGHER 
BOOKS 

26 



CHAPTER III 

SUGGESTED PHONETIC DRILL 

I. DRILL IN CONNECTION WITH STORY STEPS 

(a) First Set of Stories, pp. 7-30 

Begin phonetics when pupils know perfectly the 
vocabulary of the first two stories, not before. This 
is an important point because all of the phonetic 
elements introduced here are taken progressively 
from the first two stories. 

(i) Basal Phonograms 

ow taken from cow 
ill taken from ivill 
ar taken from are 
all taken from all 
an taken from and 

(2) Consonants taken with Basal Phonograms 

The consonants are best taught by taking them 
from sight words which are already known to the 
children, and using them with basal phonograms. 

27 



28 THE PROGRESSIVE ROAD TO READING 

c from cow m from may 

s from so h from he 

f from oof t from to 

g from goose y from pig 

h from by r from ran 

w from w/// / from little 

d from awe? 

Now the return may be made from the parts to 
the original wholes and also to new combinations. 



ow 



cow 


how 




bow 


mow 


sow 


owl 


iU 


fowl 


howl 


dill 


fill 




gill 


bill 


will 


mill 




sill 


hill 


till 


ill 


ar 






are 


car 




mar 


tart 


bar 


far 




tar 


cart 


bard 


hard 


aU 


lard 


card 


fall 


gall 


wall 


mall 


ball 


hall 


tall 


call 
an 


all 




an 


Dan 




fan 


ran 


ban 


man 




tan 


can 



SUGGESTED PHONETIC DRILL 29 

(3) Long Sounds of Vowels 
a taken from may 
e taken from he 
taken from so 
y taken from hy 
i taken from cries 

After these long vowels have been thoroughly 
taught, proceed to new combinations using first the 
double blend, then the triple blend. The terms 
'' double blend" and "triple blend" are used for 
convenience in connection with the drills to fix 
consonant and vowel values, e.g. 

Double Blend: 
so = s—o ; he = h — e ; way = w — ay. 

Triple Blend: 

old = — / — d ; fowl = / — oiD—l ; roll = r — — II. 

{A) Long Vowels in Double Blend 



pay 


day 


fay 


gay 


bay 


way 


say 


may 


hay 


ray 


lay 




be 


bee 


see 


fee 


we 


wee 


me 


he 


tee 


lee 







go so ho lo 



30 THE PROGRESSIVE ROAD TO READING 







y 






by 


my 


I 


dye 


rye 


pie 


die 




fie 


hie 


tie 


lie 









(fi) Long Vowels in Triple Blend 



pate 


date 


fate 


gate 


game 


same 


tame 


lame 


fade 


wade 


made 


grade 


peel 


1 
feel 


heel 


reel 


deed 


feed 


weed 


seed 


pole 


dole 


5 

sole 


mole 


hole 


home 


old 


roll 


dime 


time 


t 

rime 


lime 


bide 


wide 


side 


hide 


fire 


wire 


mire 


tire 



(b) Second Set of Stories, pp. 31-62 
(i) Initial Consonants 
In addition to the initial consonants already 
taken, the teacher may now introduce new sounds 
analyzed from known sight words. Take 

k from kiiten 
n from nose 



SUGGESTED PHONETIC DRILL 

k 
kill kitten key kite 

n 



31 



no 



nay 



Nan 



name 



This is also the time to teach the children to com- 
bine the single consonants already learned into 
double initials; e.g., f — r = fr; f — I = ft. Develop 
all useful combinations : 



pr 


pi 


dr 


fr 


fl 


gr 


gl 


br 


bl 


sp 


sw 


sm 


St 


sc 


si 


tw 


tr 


or 


cl 


sk 


sn 









Use these combinations with (^4) phonograms and 
(B) vowels previously learned. 



prow 


plow 


brow 


scow 


drill 


frill 


grill 


spill 


swill 


still 


twill 


trill 


skill 


spar 


spark 


smart 


star 


start 


startle 


scar 


scarf 


snarl 


small 


stall 


plan 


plant 


grant 


bran 


span 


scan 


scant 


clan 




B 




frame 


flame 


blame 


stay 


play 


dray 


fray 


pray 


gray 


bray 


spray 


flay 



32 THE PROGRESSIVE ROAD TO READING 



stay 


slay 


sway 


tray 


clay 


free 


flee 


fleet 


green 


greet 


breed 


spleen 


sweep 


sweet 


street 


sleep 


sleet 


tree 


creek 


creep 


prone 


prose 


drone 


droll 


fro 


froze 


grow 


gross 


glow 


globe 


broke 


blow 


spoke 


smoke 


stole 


stone 


stow 


slow 


crow 


snow 


pry 


ply 


dry 


fry 


fly 


spy 


sty 


sly 


slyly 


try 


cry 


sky 


pride 


prime 


prize 


bribe 


bride 


bridle 


blind 


blithe 


blight 


spike 


spine 


spite 


swine 


smile 


smite 


twine 



(2) Basal Phonograms 
ing taken from sting 
ring king wing 

swing sting fling 

string spring sling 



snig 

bring 

cling 



The phonogram ing should also be used as a ter- 
mination, adding it first to words which have already 
occurred in the stories read, and second to phonetic 
words which have already occurred in the blend lists ; 
for example : 

build help look play 

building helping looking playing 



SUGGESTED PHONETIC DRILL 



33 



cry 


sling 


hear 


eat 


crying 


slinging 


hearing 


eating 


smell 


milk 


say 


fill 


smelling 


milking 


saying 


filling 


fall 


call 


pay 


hay 


falling 


calling 


paying 


haying 


lay 


. go 


peel 


feel 


laying 


going 


peeling 


feeling 


heel 


reel 


seed 


roll 


heeling 


reeling 


seeding 


rolling 


kill 


drill 


spill 


swill 


killing 


drilling 


spilling 


swilling 


pray 


flay 


bray 


spray 


praying 


flaying 


braying 


spraying 


sway 


stay 


slay 


free 


swaying 


staying 


slaying 


freeing 


flee 


greet 


breed 


sweep 


fleeing 


greeting 


breeding 


sweeping 


sleep 


creep 


grow 


glow 


sleeping 


creeping 


growing 


glowing 


blow 


stow 


dry 


fry 


blowing 


stowing 


drying 


frying 


fly 


spy 


try 


cry 


• flying 


spying 


trying 


crying 



34 



THE PROGRESSIVE ROAD TO READING 



sing 


ring 


fling 


bring 


singing 


ringing 


flinging 


bringing 


swing 


sting 


sling 


cling 


swinging 


stinging 


slinging 


clinging 


{c) 


Third Set of Stories, pp. 63-96 




(i) Short Sound of Vowels 






a taken from am 






e taken 


from met 






i taken from pig 






taken from on. 






u taken from uj) 






y taken from Dicky 




am 


pan 


a 

lad 


tat 


cam 


ran 


mad 


brat 


dam 


tan 


pad 


flat 


ham 


bran 


sad 


slat 


ram 


clan 


brad 


spat 


clam 


plan 


clad 


cap 


cram 


scan 


glad 


gap 


dram 


span 


at 


hap 


tram 


and 


bat 


lap 


slam 


bad 


cat 


map 


swam 


cad 


fat 


nap 


an 


dad 


hat 


pap 


ban 


fad 


mat 


rap 


can 


gad 


pat 


sap 


fan 


had 


rat 


tap 



SUGGESTED PHONETIC DRILL 35 



snag 

stag 

swag 

snap 

trap 

has 

back 

sack 

rack 



step 

bet 

get 

let 

met 

net 

pet 

set 

wet 

blet 

fret 

tret 

deck 



if 

cliff 

tiff 

sniff 

bis: 



clap 


slab 


lag 


flap 


crab 


nag 


slap 


drab 


rag 


cab 


scab 


tag 


dab 


stab 


wag 


gab 


bag 


brag 


nab 


fag 


crag 


tab 


gag 


drag 


blab 


hag 


flag 


web 


peg 


e 

stem 


bed 


bell 


den 


fed 


dell 


fen 


led 


fell 


hen 


red 


pell 


ken 


ted 


sell 


men 


wed 


tell 


pen 


bled 


well 


ten 


sled 


smell 


wen 


sped 


spell 


glen 


beg 


swell 


end 


keg 


hem 


rep 


leg 


neck 


peck 


bib 


bid 


I 
lid 


fib 


did 


mid 


nib 


fid 


rid 


crib 


hid 


skid 


glib 


kid 


slid 



36 THE PROGRESSIVE ROAD TO READING 



dig 


slim 


lip 


pit 


fig 


swim 


rip 


sit 


gig 


imp 


sip 


wit 


nig 


in 


tip 


brit 


P'g 


bin 


clip 


grit 


wig 


din 


flip 


flit 


brig 


fin 


slip 


slit 


grig 


kin 


skip 


split 


prig 


pin 


drip 


spit 


trig 


sin 


grip 


twit 


twig 


tin 


trip 


Dick 


dim 


win 


snip 


lick 


him 


grin 


his 


tick 


rim 


skin 


bit 


click 


brim 


spin 


fit 


slick 


grim 


twin 


hit 


crick 


prim 


dip 


k:t 


trick 


trim 


hip 


lit 


stick 


skim 


kip 


mitt 




bob 


cod 




scoff 


frog 


cob 


God 


bog 


grog 


fob 


hod 


cog 


doll 


gob 


nod 


dog 


loH 


hob 


rod 


fog 


poll 


lob 


pod 


hog 


Tom 


mob 


sod 


log 


from 


rob 


clod 


nog 


on 



sob plod clog con 

snob prod flog don 



SUGGESTED PHONETIC DRILL 37 



cop 


stop 


pot 


hock 


fop 


foss 


rot 


lock 


hop 


loss 


sot 


mock 


lop 


moss 


tot 


rock 


mop 


toss 


b'ot 


sock 


pop 


cross 


c'ot 


block 


sop 


bot 


plot 


clock 


crop 


cot 


S^-Ot 


flock 


drop 


dot 


spot 


crock 


prop 


hot 


trot 


frock 


flop 


lot 


cock 


smock 


slop 


not 


dock 




cub 


huff 


u 
cull 


slum 


dub 


luff 


dull 


scum 


hub 


muff 


gull 


stum 


rub 


puff 


hull 


bun 


club 


ruff 


lull 


dun 


drub 


scuff 


mull 


fun 


grub 


snuff 


scull 


gun 


snub 


bug 


skull 


nun 


stub 


dug 


trull 


pun 


bud 


hug 


gum 


run 


cud 


lug 


hum 


sun 


dud 


pug 


mum 


tun 


mud 


rug 


rum 


spun 


scud 


drug 


drum 


stun 


spud 


plug 


crumb 


up 


cuff 


slug 


glum 


cup 


gruff 


smug 


plum 


pup 



38 THE PROGRESSIVE ROAD TO READING 



sup 


cut 


smut 


suck 


crup 


hut 


buck 


tuck 


scup 


nut 


duck 


pluck 


us 


rut 


luck 


truck 


plus 


tut 


muck 


rung 



but glut ruck crust 

i 

Short y is more easilj^ taught if presented first a 
a termination, giving the noun and then the adjec 
tive formed fi-om it, as : 



sand 


hand 


wind 


silk 


sandy 


handy 


windy 


silky 


milk 


must 


hill 


stick 


milky 


musty 


hilly 


sticky 


rock 


dust 


bulk 


lump 


rocky 


dusty 


bulky 


lumpy 


pluck 


trick 


trust 


crust 


plucky 


tricky 


trusty 


crusty 


hard 


weed 


seed 


show 


hardy 


weedy 


seedy 


showy 


sleep 


sleet 


string 


creep 


sleepy 


sleety 


stringy 


creepy 


floss 


gloss 


fuss 


need 


flossy 


glossy 


fussy 


needy 



SUGGESTED PHONETIC DRILL 



39 



m 



i 





(2) Consonants 






s 


from is 




pill 


fall 


cow 


fan 


pills 


falls 


cows 


fans 


pie 


day 


see 


side 


pies 


days 


sees 


sides 


game 


seed 


roll 


kill 


games 


seeds 


rolls 


kills 


twigs 


drills 


stalls 


spots 


plans 


flames 


smiles 


plays 


skates 


sleeps 


grows 


snows 


wings 


sings 


strings 


builds 


looks 


stings 


hears 


eats 


smells 


milks 


fills 


calls 


pays 


lays 


peels 


feels 


heels 


reels 


seeds 


drills 


spills 


swills 


prays 


creeps 


brings 


clings 


springs 






(3) Phonograms 






ou 


from out 




loud 


pout 


snout 


pound 


cloud 


rout 


sprout 


round 


proud 


clout 


trout 


sound 


mouse 


flout 


bound 


wound 


out 


scout 


found 


ground 


gout 


spout 


hound 


count 


lout 


stout 


mound 


fount 



40 THE PROGRESSIVE ROAD TO READING 



Summary of Phonetic Elements 

taught in cunnection with 

STORY STEPS 



Phonograms : 

ow, ill, ar, all, an 

ing 

ou 

Consonants : 



c, s, f, g, b, w, m, h, t, p, r, 1, d 
k, n ; consonant combinations 

s (as in is) 

Vowels: 



Long : a, e, o, y, i 
Shor! : a, e, i, 6, u, y 

Terminations : 
ing, y, s 



SUGGESTED PHONETIC DRILL 41 

n. DRILL IN CONNECTION WITH BOOK ONE 
(a) First and Second Sets of Stories, pp. 5-31 

Before beginning the phonetic work in connec- 
tion with Book One, the teacher should see that the 
child is absolute master of the elements presented 
during the period of Story Steps (see page 25) and 
that he is able to blend silently and rapidly words in- 
volving these elements. If a great degree of pro- 
ficiency on the part of the pupil is hoped for during 
the period of Book One, the teacher must use Story 
Steps phonetic perception cards daily to review all 
the sounds previously taught. In other words, the 
class should not be allowed to forget these sound ele- 
ments. As new sounds for the Book One period 
are taught they should be added to the list for 
daily reviews. 

Do not forget that clear enunciation and clean 
articulation are quite as important in the work 
for the Book One period as they were in the 
period of Story Steps. 

(i) Basal Phonograms 

ake taken from 7nake 

it taken from it 
eat taken from eat 

at taken from rat 



42 THE PROGRESSIVE ROAD TO READING 

(2) Initial Consonants taken with Basal Phonograms 

ake 

make take lake sake 

bake rake wake fake 

cake shake 

bit wit pit hit 

Ht sit fit whit 

eat 



meat 


seat 


feat 


neat 


beat 


peat 


heat 
at 


wheat 


mat 


cat 


sat 


fat 


bat 


rat 


pat 


hat 



(3) Long Sounds of Vowels Reviewed 

These vowel lists are intended for review and ad-. 
vance. They have been built around type words 
taken from the text, and they should be extended 
and varied in blackboard drill. 

Wliile the silent letters have not l^een marked in 
the phonetic lists, they may be crossed off in black- 
board drill as directed on pages 22 and 23. 

(A) Long Vowels in Double Blend 



may 


lay 


pay 


gay 


bay 


way 


day 


hay 


ray 


say 


fay 


nay 



SUGGESTED PHONETIC DRILL 



43 



me 


lee 




see 


he 


be 


we 




pea 


she 


tea 


wee 




fee 




mow 


low 





doe 


hoe 


bow 


woe 




foe 


no 


tow 


so 




go 


show 


row 




y 




whoa 


my 


buy 




lye 


shy 


by 


rye 




dye 


why 


tie 


. sigh 


i 


die 


high 


lie 


pie 




fie 


nigh 



(B) Long Vowels in Triple Blend 



fade 


dame 


tame 


gate 


made 


fame 


shame 


hate 


wade 


game 


(ate) 


late 


shade 


lame 


bate 


mate 


safe 


name 


date 


pate 


came 


same 


fate 


rate 


deed 


need 


e 

feel 


deep 


feed 


reed 


heel 


peep 


heed 


seed 


peel 


weep 


meed 


weed 


reel 


sheep 



44 THE PROGRESSIVE ROAD TO READING 



hole 


sole 


home 


fore 


mole 


roll 


bore 


more ' 


pole 


old 


core 


wore 


bide 


tide 


i 

time 


mine 


hide 


wide 


dine 


nine 


ride 


dime 


fine 


shine 


side 


lime 


line 


. whine 



(h) Third Set of Stories, pp. 32-42 
(i) Initial Consonants 



sh from fhe 




ch fn 


om 


each 


wh from whe7i 


sh 


ih fr 


om 


then 


shake show 


wh 


shy 




shade 


whit wheat 




why 




whine 



ch 
chit chill cheat chat 

th 
thee though thy that 

This is the time to review the lists of the single 
consonants and consonant combinations with 
{A) phonograms and (5) vowels previously learned. 



SUGGESTED PHONETIC DRILL 
A 



brake 
crake 



drake 
flake 



shake 
snake 



spake 
stake 



45 



bleat 



cleat 



pleat 



treat 



brit 


grit 


skit 


split 


flit 


slit 


spit 


sprit 
twit 


brat 


flat 


scat 


spat 


drat 


plat 


slat 




blind 


clime 


B 

like 


swipe 


blithe 


crime 


shine 


tribe 


bribe 


cried 


smite 


tried 


bride 


china 


spite 


tripe 


brine 


fried 


spire 


trite 


chime 


grime 


, stile 


twine 


climb 


gripe 


strike 


white 


blade 


grade 


scale 


state 


blain 


grain 


scathe 


stray 


brake 


grape 


skate 


swain 


chase 


grate 


slake 


swathe 


crape 


haste 


slate 


taste 


crate 


plane 


snake 


tray 


drake 


plate 


spade 


trade 


drape 


play 


stake 


waste 


glade 


prate 


stale 





46 THE PROGRESSIVE ROAD TO READING 



bleach 


dream 


pleat 


spear 


bleed 


flea 


preen 


spree 


bleak 


gleam 


screen 


steed 


blear 


glean 


sleek 


steel 


breech 


greed 


sleep 


steal 


bream 


green 


smear 


steam 


breathe 


keen 


sneak 


steep 


cheat 


keep 


sneer 


steer 


clean 


plea 


speech 


treat 


clear 


plead 


speed 


tweed 


creak 


please 


speak 


tweak 


cream 








bloat 


flow 


prone 


snore 


choke 


glome 


prose 


stoke 


cloak 


gloam 


scold 


store 


close 


gloat 


score 


strow 


crone 


growth 


slope 


woke 


floe 


probe 


smote 




ply 


pry 


spry 


sty 



(c) Fourth Set of Stories, pp. 43-55 
(i) Short Sounds of Vowels Reviewed 



add 


brash 


crack 


gas 


as 


camp 


crash 


gash 


ash 


cash 


daft 


grand 


back 


catch 


damp 


hand 


batch 


clack 


dash 


hash 


black 


clash 


flash 


hatch 



SUGGESTED PHONETIC DRILL 



47 



lamp 


plant 


sash 


smash 


land 


plash 


scamp 


splash 


lash 


rack 


scant 


stack 


latch 


rant 


shad 


stand 


mash 


rash 


slack 


tack 


match 


sack 


slash 


track 


pack 


sand 


smack 


trash 


patch 








belt 


dress 


e 

peck 


smelt 


bend 


felt 


pelf 


speck 


bent 


fend 


pelt 


spelt 


best 


fleck 


pent 


spend 


blend 


held 


press 


spent 


blest 


help 


prest 


tent 


chess 


kelp 


reck 


test 


chest 


kept 


rend 


trend 


cleft 


left 


rent 


weld 


crept 


lend 


rest 


welt 


crest 


lent 


self 


wend 


deck 


lest 


send 


went 


deft 


melt 


sent 


wept 


delf 


mend 


shed 


west 


dent 


neck 


shell 


when 


desk 


nest 


shelf 




brick 


dint 


fish 


flint 


chick 


dish 


fist 


frisk 


chip 


drift 


flick 


frisks 



48 THE PROGRESSIVE ROAD TO READING 



gift 


limp 


risk 


tiptoe 


gild 


lint 


sick 


this 


gilt 


lisp 


sift 


trick 


gimp 


list 


silk 


twist 


glint 


milk 


silt 


wick 


glints 


milt 


ship 


wind 


hilt 


mint 


spick 


window 


hint 


mist 


spilt 


wish 


hist 


nick 


stilt 


wist 


kick 


pick 


stint 


with 


kilt 


print 


strip 


which 


lick 


rick 


swish 


whim 


lift 


rich 


tilt 


whip 


lilt 


rift 


tint 




bomb 


< 
chop 


golf 


robin 


bond 


docket 


hollow 


rocket 


blond 


follow 


locket 


romp 


cock 


fond 


loft 


socket 


cost 


font 


lost 


soft 


crock 


front 


pocket 


shock 


croft 


frost 


pond 


shop 


bulb 


1 
brunt 


crust 


gulp 


bulk 


brusk 


dump 


gust 


bump 


cult 


dusk 


grunt 


bunt 


cusk 


dust 


hulk 


bust 


cusp 


fund 


hump 


blunt 


clump 


gulf 


hunt 



SUGGESTED PHONETIC DRILL 



49 



husk 


must 


runt 


stump 


lump 


pulp 


rusk 


stunt 


lust 


pump 


rust 


tusk 


mump 


punt 


skulk 


trump 


musk 


plump 


slump 


trust 


silly 


weedy 


y 

reedy 


seedy 


greedy 


speedy 


sleepy 


sleety 


creepy 


snowy 


stringy 


pity 


lady 


shady 


tidy 


glory 


story 


candy 


fatty 


craggy 


clammy 


snappy 


ashy 


trashy 


flashy 


catchy 


patchy 


webby 


gritty 


snippy 


snappy 


foggy 


mossy 


Tommy 


Dicky 


groggy 


sloppy 


huffy 


funny 


gummy 


mucky 


muddy 


p ucky 


smutty 


stubby 


stocky 


pulpy 


dusky 


gusty 


lusty 


copy 


snuffy 


filmy 


risky 


frisky 


crispy 


skimpy 


witty 


skinny 


spotty 


nutty 


slushy 


fishy 


filthy 


(2) 


Terminations 


Id 


ed, er 


kill 


call 


show 


play 


killed 


called 


showed 


played 


fill 


name 


tire 


open 


filled 


named 


tired 


opened 



50 THE PROGRESSIVE ROAD TO READING 



climb 
climbed 


roll 
rolled 


snarl 
snarled 


follow 
followed 


chase 
chased 


AH- 

peep 
peeped 


like 
liked 


choke 
choked 


stamp 
stamped 


help 
helped 


lick 
licked 


puff 
puffed 


scratch 
scratched 


talk 
talked 


pick 
picked 


jump 
jumped 


taste 
tasted 


ed 
waste start 
wasted started 


want 
wanted 


plant 
planted 


end 
ended 


rest 
rested 


shout 
shouted 


plant 
planter 


er 
mill play 
miller player 


farm 
farmer 


tall 
taller 


small 
smaller 


old 
older 


slow 
slower 


(d) The 


Remaining Stories, pp. 
(i) Consonants 

j from Jack 

g from change 

V from very 

c from city 
tJi from thank 


56-128 



SUGGESTED PHONETIC DRILL 



51 



Jack 
jade 
jam 



ace 

face 

lace 

mace 

pace 

race 

brace 



jar 

jelly 

jest 



jet 

jig 



job 
jog 



Jill joke 

g as in change 



grace 

place 

space 

trace 

ice 

dice 

mice 



mce 

rice 

vice 

price 

slice 

spice 

trice 



twice 

cell 

cent 

center 

cider 

cinder 

icing 



]ug 

jump 

just 



gem 


stage 


wedge 


nudge 


plunge 


gin 


range 


dredge 


drudge 


magic 


gill 


change 


pledge 


fudge 


fidget 


gist 


grange 


sledge 


grudge 


midget 


age 


strange 


midge 


smudge 


danger 


cage 


badge 


ridge 


hinge 


manger 


page 


edge 


bridge 


singe 


oblige 


rage 


hedge 


dodge 


tinge 


ginger 


sage 


ledge 


lodge 


fringe 


stingy 


wage 


sedge 


budge 


lunge 


porridge 


vale 


cave 


V 

brave 


van 


even 


vane 


gave 


grave 


vat 


over 


vase 


pave 


shave 


have 


ever 


vile 


rave 


slave 


very 


never 


vine 


save 


grove 


give 


every 


vote 


wave 


stove 


live 


river 






c as in city 





fence 

hence 

whence 

since 

wince 

prince 

force 



52 THE PROGRESSIVE ROAD TO READING 
th as in thank 



thing 


thin 


throw 


throne 


tenth 


thigh 


thumb 


thral 


teeth 


fifth 


thatch 


thump 


thrill 


both 


thimble 


thick 


three 


thrash 


ninth 


thunder 






(2) Phonograms 








or from for 











ught from brought 
ither from other 








ight from night 


* 


for 


fork 


or 
born 


scorn 


torch 


nor 


stork 


corn 


thorn 


scorch 


cord 


form 


horn 


sort 


north 


lord 


storm 


morn 


short 


border 


cork 


stormy 


morning 
ought 


snort 


corner 


ought 


bought 


fought 
o'her 


sought 


thought 


mother 


brother 


another 
ight 


smother 


smothered 


fight 


night 


tight 


flight 


slight 


light 


right 


blight 


fright 


delight 


might 


sight 


bright 


plight 


lightning 



SUGGESTED PHONETIC DRILL 



53 



' 




(3) Vowel 


Drills 








(A) Long Sound of u 








u taken from used 




cue 


dude 


dune 


fuse 


duel 


due 


nude 


tune 


muse 


fuel 


hue 


huge 


cure 


cute 


puny 


cube 


mule 


lure 


lute 


duty 


tube 


fume 


pure 


mute 


music 




(B) Review of Long 


and Short 


Vowels 


a 


e 


I 





u 


day 


dee 


die 


doe 


due 


fay 


fee 


fie 


foe 




hay 


he 


high 


hoe 


hue 


lay 


lee 


lie 


lo 




say 


see 


sigh 


so 


sue 


male 


— 


mile 


mole 


mule 


pale 


peel 


pile 


pole 


pule 


tale 


teel 


tile 






stale 


steel 


stile 


stole 




dame 


deem 


dime 


dome 




tame 


teem 


time 


tome 




Dane 


dene 


dine 




dune 


mate 


mete 


mite 


mote 


mute 


a 


e 


X 





u 


bag 


beg 


big 


bog 


bug 


Dan 


den 


din 


don 


dun 


rack 


reck 


rick 


rock 


ruck 


bad 


bed 


bid 




bud 



54 THE PROGRESSIVE ROAD TO READING 



pan 

sap 

bat 

hat 

pat 

sack 

clack 

fallow 

batter 



e 

pen 

bet 
pet 



fellow 
better 



pin 

sip 

bit 

hit 

pit 

sick 

click 

bitter 



sop 

hot 

pot 

sock 

clock 

follow 



pun 
sup 
but 
hut 

suck 
cluck 

butter 



(C) Dull on 
glad glade 
mad made 
man mane 



can 

cap 

tap 

at 

hat 

rat 

slat 

Dan 

shad 

mat 

fat 

pan 

Sam 

fad 

tam 

bat 



cane 

cape 

tape 

ate 

hate 

rate 

slate 

Dane 

shade 

mate 

fate 

pane 

same 

fade 

tame 

bate 



Vowels to Show the 

pat pate 

cam came 

sham shame 

scrap scrape 

plat plate 

met mete 

rid ride 

fin fine 

shin shine 

spin spine 

tin tine 

win wine 

rip ripe 

din dine 

chin chine 

Tim time 

sprit sprite 

grip gripe 

bid bide 



Effect of Final e 

strip stripe 

hid hide 

trip tripe 

pin pine 

sit site 

dim dime 

spit spite 

grim grime 

twin twine 

bit bite 

prim prime 

whit white 

hop hope 

not note 

mop mope 

cub cube 



tub 

us 

cut 



tube 

use 

cute 



SUGGESTED PHONETIC DRILL . 55 



Summary of Phonetic Elements 

taught in connection with 

BOOK ONE 



Phonograms ; 

ake, it, eat, at 

or, ought, other, ight 

Consonants : 



sh, wh 

ch, th (as in then) ; consonant combinations 
j, g (as in change), v (as in very), e (as in city), th 
(as in thank) 

Vowels : 

Long : u and review 
Short : review 

Terminations : 

/d, /'d (= t), ed, er 



56 THE PROGRESSIVE ROAD TO READING 

III. DRILL IN CONNECTION WITH BOOK TWO 

Before beginning the phonetic work in connec- 
tion with Book Two the teacher should see that the 
child is absolute master of the elements presented 
during the period of Story Steps and of Book One 
and that he is able to l^lend silently and rapidly. 
If a great degree of proficiency is hoped for during 
the period of Book Two, the teacher must use 
Stoiy Steps and Book One phonetic perception 
cards daily to review all the sounds previously 
taught. In other words, the class should not be 
allowed to forget these sound elements. As new 
sounds for the Book Two period are taught they 
should be added to the list for daily reviews. 

Do not forget that clear enunciation and clean 
articulation are quite as important in the work for 
the Book Two period as they were in the period of 
Story Steps and Book One. In drilling upon the 
following word lists, see to it that the pupils make 
a swift, smooth and perfect blend. Make sure 
always that the final consonant is sounded. 

(a) Stories, pp. 5-41 

(i) Vowel Values 

ai as in fail 
ea as in tease 
ea as in bread 
oa as in road 



SUGGESTED PHONETIC DRILL 



57 







ai 






aid 


jail 


snail 


brain 


faint 


laid 


mail 


trail 


chain 


paint 


maid 


nail 


aim 


drain 


painter 


paid 


pail 


maim 


grain 


saint 


raid 


rail 


claim 


plain 


taint 


braid 


railing 


fain 


slain 


plaint 


staid 


sail 


gain 


Spain 


waist 


waif 


tail 


main 


stain 


bait 


ail 


wail 


pain 


swain 


gait 


bail 


flail 


rain 


train 


wait 


fail 


frail 


vain 


twain 


trait 


hail 


grail 


wain 
ea as in tease 


strain 


strait 


each 


peak 


steal 


clean 


shear 


beach 


teak 


beam 


glean 


smear 


peach 


weak 


ream 


heap 


spear 


reach 


creak 


seam 


leap 


ease 


teach 


freak 


team 


reap 


peas 


breach 


sneak 


cream 


cheap 


tease 


preach 


speak 


dream 


ear 


please 


bead 


streak 


gleam 


dear 


heave 


lead 


deal 


steam 


fear 


leave 


read 


heal 


stream 


gear 


weave 


plead 


meal 


bean 


hear 


cleave 


leaf 


peal 


dean 


near 


breathe 


sheaf 


seal 


lean 


rear 


eager 


beak 


veal 


mean 


tear 


eagle 


leak 


weal 


wean 


clear 


dreary 



58 THE PROGRESSIVE ROAD TO READING 
ea as in bread 



dead 


tread 


breatli 


stealth 


weather 


head 


thread 


realm 


cleanse 


heaven 


lead 


stead 


health 


meadow 


leaven 


read 


sweat 


healthy 


steady 


heavy 


bread 


threat 


wealth 


feather 


bedstead 


dread 


death 


wealthy 
oa 


leather 


instead 


oaf 


road 


roam 


hoary 


coach 


loaf 


toad 


loan 


oat 


poach 


oak 


coal 


moan 


boat 


oath 


soak 


goal 


groan 


coat 


boast 


croak 


shoal 


soap 


goat 


coast 


goad 


foam 


oar 


moat 


roast 


load 


loam 


boar 


throat 


toast 






(2) Consonants 








a; as in fox 










y as in yes 










z as in dizzy 








qu as in quack 




ax 


flax 


X 

fix 


sixty 


coax 


axle 


sex 


mix 


ox 


hoax 


lax 


vex 


six 


oxen 


index 


tax 


next 


sixth 


box 


vixen 


wax 


text 


sixteen 


foxes 


betwixt 





SUGGESTED PHONETIC DRILL 


sg 


ye 


yeast 


y. 

yell 


yet 


yard 


yoke 


yak 


yellow 


yon 


yarn 


year 


yam 


yes 


yonder 


yesterday 


daze 


graze 


z 
size 


buzz 


puzzle 


gaze 


baize 


prize 


fuzz 


lazy 


haze 


maize 


doze 


dazzle 


zero 


maze 


breeze 


froze 


sizzle 


capsize 


blaze 


freeze 


fez 


drizzle 


dizzy 


craze 


sneeze 


fizz 


grizzly 


zig-zag 


glaze 


wheeze 


bronze 
qu 


muzzle 


lozenge 


quake 


squeal 


quench 


quit 


acquaint 


quail 


squeeze 


quest 


quiz 


acquire 


quaint 


quite 


quick 


squint 


inquire 


queen 


quire 


quill 


squall 


require 


queer 


quack 


quilt 


quiet 


request 


squeak 


quell 


quince 


quiver 


acquit 




(3) Terminations : , 


ly, Jul, est 




«, 




k 






safe 


late 


queen 


sad 


lone 


safely 


lately 


queenly 


sadly 


lonely 


slowly 


nearly 


gayly 


quickly 


evenly 


willingly 


proudly 


tightly 


gladly 


suddenly 



GO THE PROGRESSIVE ROAD TO READING 



ful 



play 


spite 


hope 


doubt 


will 


playful 


spiteful 


hopeful 


doubtful 


willful 


playfully 


spitefully 


hopefully 


doubtfully 


' willfull: 


delight 


scorn 


tear 


faith 


dread 


delightful 


scornful 


tearful 


faithful 


dreadfii 


delightfully 


scornfully 


tearfully 
est 


faithfully 


dreadfi 


tall 


loud 


light 


sweet 


sly 


tallest 


loudest 


lightest 


sweetest 


slyest 


small 


proud 


bright 


kind 


cold 


smallest 


proudest 


brightest 


kindest 


coldest 




{h) Stories, pp. 42 


!-79 






(i) Vowel Values 






00 as in moon 








u 


as in r7ile 








ew 


1 as in grew 








00 


as in moon 


coop 




coo 


pool 


broom 


hoot 


too 


tool 


gloom 


sloop 


root 


woo 


spool 


groom 


stoop 


soot 


food 


stool 


boon 


troop 


toot 


brood 


boom 


loon 


boor 


shoot 


hoof 


doom 


moon 


poor 


boost 


proof 


loom 


noon 


goose 


roost 


cool 


room 


soon 


loose 


tooth 


fool 


bloom 


spoon 


boot 


smooth 



SUGGESTED PHONETIC DRILL 

u as in rule 



61 



rue 


crude 


brute 


ruby 


ruin 


true 


prude 


jute 


cruel 


bruin 


rude 


prunes 


truth 


gruel 


ruler 






ew as in greio 




Jew 


chew 


drew 


screw 


shrewd 


blew 


clew 


flew 


strew 


jewel 


brew 


crew 


slew 


threw 


jewelry 




(2) 


Consonant Values 

n as in sang 




bang 


twang 


slung 


mangle 


bungle 


fang 


sprang 


stung 


tangle 


jungle 


gang 


gong 


strung 


spangle 


finger 


hang 


bung 


length 


strangle 


linger 


rang 


hung 


strength 


jingle 


angry 


sang 


sung 


bangle 


mingle 


hungry 


clang 


clung 


dangle 


single 


ding-dong 


slang 


flung 


jangle 


shingle 


ping-pong 


bank 


flank 


mink 


slink 


uncle 


hank 


frank 


pink 


think 


Yankee 


lank 


plank 


rink 


shrink 


blanket 


rank 


prank 


sink 


honk 


tinkle 


sank 


shank 


wink 


bunk 


crinkle 


tank 


spank 


blink 


sunk 


twinkle 


blank 


ink 


brink 


drunk 


sprinkle 


crank 


kink 


chink 


trunk 


trinket 


drank 


link 


drink 


shrunk 


donkey 



62 THE PROGRESSIVE ROAD TO READING 



(3) Phonograms 

er as in her 
ear as in heard 
ir as in girl 
or as in word 
ur as in hum 
ar as in cellar 



er as in her 



were 


germ 


nerve 


mercy 


service 


verb 


term 


serve 


ermine 


deserve 


jerk 


fern 


swerve 


kernel 


dessert 


clerk 


stern 


perch 
ear as in 


serpent 
heard 


Germany 


earl 


earn 


yearn 


search 


dearth 


pearl 


learn 


hearse 
ir as in 


earth 
girl 


early 


fir 


third 


whirl 


skirt 


firth 


sir 


dirk 


firm 


squirt 


girth 


shirr 


shirk 


chirp 


birch 


mirth 


stir 


smirk 


dirt 


first 


thirteen 


bird 


quirk 


dirty 


thirst 


thirty 


gird 


swirl 


flirt 


thirsty 


birthday 


girdle 


twirl 


shirt 
or as in 


birth 
word 


firkin 



word 
work 



worm 
wormy 



worse 
worst 



worth 
worthy 



world 
worship 



SUGGESTED PHONETIC DRILL 



63 



ur as in hum 



bur 


lurk 


curse 


burst 


turnip 


cur 


curl 


nurse 


urchin 


furnish 


fur 


furl 


purse 


gurgle 


purple 


pur 


urn 


curt 


murky 


further 


spur 


turn 


hurt 


turkey 


turtle 


curb 


churn 


lurch 


murmur 


disturb 


curds 


spurn 


church 


furnace 


suburb 






ar as in cellar 





liar 
friar 



awe 

caw 
daw 
jaw 
law 
paw 
raw 



beggar 
cellar 



pillar 
collar 



pedlar 
poplar 



{c) Stories, pp. 80-122 
(i) Vowel Values 

a as in saio 
ew as in new 
oi as in voice 
oy as in hoy 
00 as in wood 

u as in yut 



a as m saw 



saw 

claw 

draw 

flaw 

slaw 

thaw 

straw 



hawk 

awl 

bawl 

brawl 

crawl 

drawl 

shawl 



scrawl 

dawn 

fawn 

lawn 

pawn 

brawn 

drawn 



orchard 
coward 



tawdry 

awful 

gawky 

lawful 

lawyer 

awning 

tawny 



64 THE PROGRESSIVE ROAD TO READING 



daub 


cause 


caught 


August 


saucy 


haul 


pause 


naught 


autumn 


daughter 


maul 


fault 


taught 


author 


haughty 


sauce 


aught 


auger 


saucer 


naughty 



balk 



talk 



walk 



chalk 



stalk 



bald 


halt 


alder 


halter 


always 


scald 


malt 


alter 


almost 


already 


false 


salt 


falter 


also 


Almighty 


war 


warn 


dwarf 


quart 


swarthy 


ward 


warp 


wharf 


quarter 


warble 


warm 


wart 


swarm 


warden 


wardrobe 




few 


eiv as in 


new 




ewe 


mew 


skew 


stew 


dew 


hew 


pew 


skewer 


pewter 




roil 


oi as in ■ 


voice 




choice 


join 


point 


toilet 


void 


soil 


loin 


foist 


noisy 


oil 


toil 


groin 


hoist 


cloister 


boil 


broil 


noise 


joist 


rejoice 


coil 


spoil 


poise 


moist 


sirloin 


foil 


coin 


joint 
01/ as in 


doily 

hoy 


tinfoil 


coy 


toy 


annoy 


employ 


loyal 


joy 


cloy 


destroy 


oyster 


royal 



SUGGESTED PHONETIC DRILL 

00 as in toood 



65 



good 
hood 
stood 


foot 

book 

cook 


hook 

look 

nook 

71 as in 


rook 
took 
brook 

put 


crook 
shook 
wool 


bull 
full 
pull 


puss 
push 
cuckoo 


bullet 
pullet 
bully 


pulley 
pulpit 
bushel 


butcher 
bullfrog 
bulrush 




(2) 


Consonant Values 








kn as in 1 


knoiv 








gn as in t 
lor as in 1 


■jnome 
write 








kn 






knave 
knee 
kneel 
knead 


knife 
knives 
knight 
knoll 


known 
knack 
knap 
knell 

gn 


knit 
knob 
knock 
knot 


kneecap 
knuckle 
knapsack 
knickknack 


gnarl 


gnash 


gnat 
wr 


gnaw 


gnu 


wreak 
wreath 
Wright 
writhe 


wrote 
wry 
wrap 
wreck 


wren 
wrench 
wrest 
wretch 


wring 
wrist 
writ 
wrong 


wrung 
wrangle 
wrinkle 
written 



m THE PROGRESSIVE ROAD TO READING 





(3) Terminations : less, ness 








less 




shame 
shameless 


dream 
dreamless 


life 
lifeless 


cloud 
cloudless 


harm 
harmless 


pain 
painless 


thorn 
thornless 

ness 


bottom 
bottomless 


good 
goodness 


bright 
brightness 


strange 
strangeness 


faint 
faintness 


dark 
darkness 


fresh 
freshness 


harsh 
harshness 


wicked 
wickedness 



(d) Stories, pp. 123-160 
(i) Vowel Values 

a as in swan 
a as in half 
a as in ask 
o as in come 



a as m sicati 



wad 


wasp 


squab 


waffle 


wigwam 


wand 


watch 


squash 


walnut 


quarrel 


wash 


swamp 


squat 
a as in 


wander 

half 


swallow 



calf calm aunt flaunt 

calves palm haunt launch 

salve qualm taunt laundry 



mamma 

papa 

hurrah 



SUGGESTED PHONETIC DRILL 



67 



a as in ask 



chaff 


Taft 


trance 


gasp 


bath 


staff 


waft 


ant 


hasp 


path 


bass 


craft 


pant 


rasp 


branch 


lass 


draft 


chant 


clasp 


stanch 


mass 


graft 


grant 


grasp 


after 


pass 


shaft 


slant 


cast 


rafter 


brass 


dance 


bask 


fast 


answer 


class 


France 


cask 


last 


basket 


grass 


lance 


mask 


mast 


caster 


aft 


chance 


task 


past 


master 


haft 


glance 


flask 


vast 


plaster 


raft 


prance 


asp 
as in come 


blast 


rather 



some 

done 

none 

son 

ton 

won 



tongue 

sponge 

front 

month 

dove 

love 



glove 

shove 

shovel 

blood 

flood 

color 



comfort 

compass 

honey 

money 

Monday 

monkey 



wonder 

nothing 

oven 

cover 

covet 

worry 



(2) Phonograms 

ail' as in cJiair 
are as in care 
ear as in bear 



air 

fair 



hair 
lair 



air 



pair 
stair 



fairy 
impair 



repair 
despair 



G8 THE PROGRESSIVE ROAD TO READING 







are 








bare 


mare 


flare 




snare 


scarce 


dare 


pare 


glare 




spare 


barefoot 


fare 


rare 


scare 




stare 


beware 


hare 


ware 


share 




square 


prepare 






ear as in 


hea 


r 




pear 


tear 


wear 




swear 


bugbear 



Summary of Phonetic Elements 

taught in cnnnedion with 

BOOK TWO 



Phonograms : 

er, ear (as in heard), ir, or (as in word), ur, ar (as in cellar) 
air, are (as in care), ear (as in bear) 
Consonant Values : 

X, y, z, qu i = kw) 
n (= 7ig) 
kn, gn, wr 
Vowel Values : 

ai (as in tail), ea (as in tease), ea (as in bread), oa (as in 

road) 
00, u (= do), ew (= do) 
a (as in saw), ew (as in 7iew) ; oi, oy ; oo (as in tvood) ; 

u (as in put) 
a (as in swan), a (as in half), a (as in ask), o (as in come) 
Terminations : 

ly, ful, est 
less, ness 



SUGGESTED PHONETIC DRILL 



69 



IV. DRILL IN CONNECTION WITH INTRODUCTORY 
BOOK THREE 





(t 


i) Stories, 

(i) Vowel 

ei as in 
ey as in 

ei 


PP- 7-38 

Values 

weigh 
they 




neigh 


veil 


skein 


eight 


freight 


weigh 


rein 


feign 


eighth 


reindeer 


sleigh 


vein 


reign 
ey 


weight 


neighbor 


bey 


grey 


whey 


disobey 


survey 


dey 


prey 


obey 


convey 


greyhound 




(2: 


) Consonant Values 

ex as in excuse 








ex as in e 


'xact 








ex 






excel 


exhale 


expense 


export 


extra 


except 


exile 


expert 


expose 


extract 


exchange 


exit 


explain 


express 


extreme 


excite 


expect 


explode 


extend 


exercise 


exclaim 


expel 


explore 


extol 


experience 






ex ( = egs) 




exact 


exempt 


exist 


examine 


exotic 


exalt 


exert 


exult 


example 


exaggerate 



70 THE PROGRESSIVE ROAD TO READING 

(3) Terminal Phonograms : ure, ous 
lire 



failure 


fracture 


measure 


fissure 


adventure 


feature 


capture 


pleasure 


culture 


indenture 


creature 


rapture 


treasure 


rupture 


procedure 


future 


pressure 


figure 


pasture 


embrasure 


stature 


venture 


picture 


torture 


enclosure 



ous 



famous pompous barbarous prosperous various 
jealous ravenous boisterous clamorous curious 

nervous ruinous generous riotous furious 



laugh 
laughter 



(b) Stories, pp. 39-84 
Consonant Values 



ph 



= / 



h 
ci 
si 

gh 



= sh 



si ( = zh) 



draught 
cough 



phase phantom 

phlox pheasant 

phrase phial 

sphere phonic 



it ■ trough 


sough 


slough 


rough 


tough 


enough 


ph 






physic 


photograph 


cipher 


phonetic 


telegraph 


hyphen 


phonogram 


telephone 


nephew 


phonograph 


camphor 


orphan 



SUGGESTED PHONETIC DRILL 



ti 



71 



nation 


fraction 


auction 


direction 


promotion 


ration 


traction 


caution 


protection 


relation 


station 


mention 


addition 


attention 


vacation 


motion 


c|uestion 


condition 


invention 


vexation 


notion 


fiction 


position 


convention 


congregation 


action 


friction 


affection 


prevention 


conversation 


fractious 


captious 


ambitious 


fictitious 


vexatious 



martial partial initial palatial influential 



ci 



gracious vicious capacious delicious suspicious 
spacious conscious loquacious judicious ferocious 
precious luscious vivacious malicious glacier 



facial racial glacial 

magician musician optician 
ancient efficient deficient 



social special 

physician politician 
proficient sufficient 



SI 

mansion session extension succession submission 

pension mission accession admission intermission 

passion expansion procession permission transient 

si (= zh) 

vision revision persuasion conclusion excursion 

division fusion explosion decision artesian 

provision occasion confusion conversion Persian 



72 THE PROGRESSIVE ROAD TO READING 



trio 
police 



(c) Stories, pp. 85-122 
(i) Vowel Values 

valise marine benzine 

fatigue machine gasoline 



magazme 
Philippine 



ch 
qn 



(2) Consonant Values 
= k i i~ consonant y) 



ch (=A0 



chord 


Christ 


school 


monarch 


architect 


choral 


chromo 


scholar 


monarchy 


character 


chorus 


chronic 


anchor 


schedule 


cholera 


chemist 


ache 


echo 


schooner 


mechanic 


chloride 


scheme 


epoch 

fjii ( = 


anarchy 

Id 


orchestra 


queue 


pique 


antique 


opaque 


conquer 


claque 


clique 


oblique 


coquette 


liquor 


placque 


unique 


physique 


croquette 


lacquer 






i (== consonant j/) 




filial 


pannier 


onion 


senior 


companion 


poniard 


billion 


stallion 


warrior 


dominion 


Spaniard 


bullion 


trillion 


familiar 


opinion 


spaniel 


bunion 


union 


peculiar 


pavilion 


clothier 


million 


savior 


battalion 


vermilion 



SUGGESTED PHONETIC DRILL 73 





(3) 


Terminal Phonograms 

ten {= n) 
tle(= I) 

ten (= n) 




hasten 


often 


fasten glisten 


moister 


chasten 


soften 


fastening glistening 
tle{=l) 


moister 


nestle 


trestle 


thistle bustle 


jostle 


pestle 


wrestle 


whistle hustle 


apostle 



(d) Stories, pp. 123-176 

At this period practically all the sounds of the 
letters have been taught. The teacher must now 
see that the children make daily application of 
their phonetic power in pronouncing the more diffi- 
cult words occurring in the Progressive Road to 
Reading text as well as that of the supplementary 
readers. Words may also be given in lists to drill 
on some specific termination, prefix or suffix ; e.g. 

ance entrance, distance, assistance, attendance. 

ence absence, presence, patience, excellence, impudence. 

fy satisfy, testify, fortify, mortify, terrify. 

ive native, motive, positive, passive, explosive. 

He agile, fragile, docile, fertile, mobile. 

ine engine, heroine, genuine, masculine, feminine. 

able readable, lovable, reasonable, seasonable, miserable. 

un unfair, unknown, untrue, unable, unpleasant. 

im impair, implore, improve, impress, impoverish. 



74 THE PROGRESSIVE ROAD TO READING 

de delight, declare, decide, deter, deserve. 

re rely, remain, release, reward, respect. 

dis disturb, disgust, discover, discourage, disappear. 

con consent, consult, contain, control, convert. 

It is also advisable to pay particular attention to 
any consonant or vowel value which may be some- 
what difficult. For example : 
gu guard, guess, guide, disguise, rogue, dialogue. 



Summary of Phonetic Elements 

taught in connection with 

INTRODUCTORY BOOK THREE 



Consonant Values 






*■ = . 

qu ■ 



ex, ex (= cgs) 




ti 






ci 


■ = sh 


si (= zh) 


SI. 






i ( = 


consonant y) 


Vowel 


Values : 





ei (as in loeigh), ey (as in they) 
i(=^) 

Terminal Phonograms : 

lire, ous 

ten (= n), tie (= J) 

Drill on all common terminations, prefixes, and suflixes. 



SUGGESTED PHONETIC DRILL 75 

V, REVIEW IN CONNECTION WITH HIGHER BOOKS 

The work in connection with Book Three and 
the higher books of the series is chiefly review. The 
new work consists in taking up exceptions to the 
phonetic key which occur in words commonly used. 

(a) Daily re\dew drill on lists of miscellaneous 
words containing phonograms or phonetic elements 
which have been taught in former grades. 

(6) Daily review drill on contrasting lists showing 
the effect of ed on the final consonant ; as fitted, 
dropped, created, received, etc. 

(c) Occasional review on lists showing change 
of final y on addition of suffixes ed, er, est, ly, ness; 
as carry, carried, carrier; happy, happier, happiest, 
happily, happiness. 

(d) Whenever exceptional phonetic difficulties 
appear, give a blackboard drill, showing the ordinary 
value of the phonetic element involved, and at the 
same time noting the exception ; as, 

gave .... hare 

hive .... give 

creak .... break 

treat .... great 

road .... broad 

maid .... said 

(e) Drill on derivatives obtained by the addition 
of the suffixes taken in former grades, and new 
suffixes and prefixes; as, ment, sub, ab, ap, in, en, 
ac, ob, com. 



CHAPTER IV 

WRITTEN LANGUAGE 

Part I : Words — Spelling 
OUTLINE 
I. FIRST YEAR, FIRST HALF 

(a) Visualizing and writing words. 

(b) Writing words built from phonetic elements. 

II. FIRST YEAR, SECOND HALF 

(a) Writing words built from basal phonograms. 
(6) Writing sets of phonetic words from dictation. 

III. SECOND YEAR, FIRST HALF 

(a) Visualizing and writing unphonetic words. 
(h) Writing words V)uilt from basal phonograms. 

(c ) Writing sets of phonetic words from dictation. 

(d) F'ormal spelling begun. 

IV. SECOND YEAR, SECOND HALF 

(a) Writing unphonetic words. 

(h) Writing in groups words built from phonograms. 
(c ) Writing sets of phonetic words from dictation. 
((/) Formal spelling. 



76 



CHAPTER IV 

WRITTEN LANGUAGE 

Part I : Words — Spelling 

I. FIRST YEAR, FIRST HALF 
(a) Visualizing and Writing Words 

The recognition of script forms and the writing of 
a word constitute the first step in the mastering of 
written language. The object of this work is to 
train the eye, and to teach the mechanical side of 
writing. The words to be visuahzed are those that 
have become a part of the child's oral vocabulary 
through the story-telling. 

A good material for the children to use in these 
first writing exercises is unruled nianila paper, 12x15 
inches, folded the long way into something less than 
inch spaces. Later, lines may be used as a guide 
to the proper height of the letters. Before this the 
lines tend to confuse the child. 

(i) The Word Presented 

The teacher writes on the blackboard the word it. 
She then pronounces the word, and having given the 
children an opportunity to look at it, erases it, and 
again pronounces the word slowly. 

77 



78 THE PROGRESSIVE ROAD TO READING 

(2) Writing from Memory 

She then allows the class to write. Not all the 
children will write the word correctly. The teacher 
again writes the word on the blackboard, the children 
writing after she has erased the word. She repeats 
the process, having the children practice in this way 
a few minutes each day, until they can write am 
correctly. 

List for First Five Weeks 

First week — am Fourth week — are 

Second week — so Fifth week — will 

Third week — cow 

(b) Writing Words built from Phonetic Elements 

The ol^ject of this work is not only to teach the 
children to write from dictation words which have 
been previously visualized, l:)ut to teach them to 
recognize by ear single and double consonants and 
phonograms in dictation. This greatly strengthens 
the work in ]ihonetics. 

Up to this point the child has l)een taught to say 
and to write what he sees; now he is to be taught 
to write what he hears. The recognition of con- 
sonants and vowels has heretofore l^een chiefly visual, 
and the expression of that recognition largely oral. 
In the writing of words from dictation the recog- 
nition is auditoiy and the expression manual. 



WRITTEN LANGUAGE 79 

The first step is the teaching of (1) the single and 
(2) the double consonants, as in the words ham, ram; 
fly, cry; etc. This work is taken up at the same 
time the blend is taught. 

To teach the consonant r, write the word ram 
on the blackboard and pronounce it slowly. The 
word am is taken from the vocabulary of the first 
stoiy. Draw the attention of the class to the fact 
that the word consists of two parts, r and am. Erase 
the word and pronounce slowly. Let the children 
write. Finally, have the r and the am written from 
dictation alone. 

Change the initial consonant and develop the 
exercise gradually into the writing of words from 
pure dictation as each new consonant is learned. 

Suggestive List 

ill pill, dill, fill, gill, bill, will, sill, mill, hill, till, rill, 

kill ; drill, frill, grill, spill, swill, still, twill, skill. 
all pall, fall, gall, ball, wall, mall, hall, tall, call, small, 

stall. 
an pail, fan, ban, man, tan, can, ran ; plan, bran, span, 

scan, clan. 
pay day, fay, gay, bay, way, say, may, hay, nay ; pray, 

play, dray, fray, gray, bray, sway, stay, slay, 

tray, clay. 
cow bow, sow, mow, how, row, now ; prow, plow, brow, 

scow. 
ar arm, ark, art, bar, car, mar, far, par, tar ; scar, spar, 

star. 



80 THE PROGRESSIVE ROAD TO READING 

my by, cry, dry, fly, fry, ply, pry, sky, sly, spy, sty, try. 
he me, he, be, we ; see, fee, free, tree. 
ing wing, sing, ring, king; fling, bring, swing, sting, 
sling, cling- 

Note. — When the children have learned a certain 
consonant and can write it in words from dictation, it is 
not necessary to visualize that consonant when using it 
in connection with a new phonogram. For instance, 
about the tenth week the word all is built upon. The 
children have been taught all the consonants to be used. 
In this case it is necessary to visualize only the phonogram. 
But if 71 g is the phonogram to be built upon, a word, as 
sing, must be visualized, and the children allowed to 
separate for themselves the phonogram and the initial 
consonant. 

In review, the teacher may fill out the foregoing 
groups of words as the consonants are reached. 

II. FIRST YEAR, SECOND HALF 

In the second half of the first year the work in 
written language is continued as in the preceding 
grade. 

The child's vocabulary must be carefully visual- 
ized and then be immediately written from memoiy 
image. 

The next step is to train the ear to discriminate 
single and double consonants by dictation of words 
previously visualized and written. There should be 
constant review of fundamental processes. 



WRITTEN LANGUAGE 81 

(a) Writing Words built from Basal Phonograms 
Suggestive List 

out bout, gout, pout, rout ; clout, flout, scout, shout, 
snout, spout, stout, trout. 

for nor ; cord, lord ; cork, fork, stork ; form, storm ; 
born, corn, horn, morn, scorn, thorn. 

other mother, brother, smother. 

night fight, light, might, right, sight, tight; blightj 
bright, flight, plight, slight. 

(6) Writing Sets of Phonetic Words from Dictation 

The object of this exercise is to secure manual 
expression for the auditory recognition of long and 
short vowels ; that is, to have children learn to write 
any phonetic word from dictation. 

The new work consists in the presentation of 
vowel values in writing sets of phonetic words from 
dictation : 

First, with triple blend, long and short vowels, 
varying the initial consonant; as, lime, time, dime; 
net, set, pet. 

This first step in the presentation of vowel values 
for auditory recognition should begin with the first 
month of the second term. 

The first word in each set is visualized, the others 
are dictated. 



82 THE PROGRESSIVE ROAD TO READING 

Suggestive List 

Long ]^oweJs 

came, dame, fame, game, lame, name, same, tame ; blame, 

flame, frame, shame, 
ate, date, fate, gate, hate, late, mate, pate, rate; crate^ 

grate, plate, skate, slate, state, 
dine, fine, kine, line, mine, nine, pine, tine, vine, wine; 

brine, chine, shine, spine, swine, thine, twine, whine, 
bore, core, fore, lore, more, wore ; chore, shore, snore, store, 

swore, 
deep, keep, peep, weep ; creep, sheep, sleep, steep, sweep. 

Short Vowels 

bag, fag, gag, hag, lag, nag, rag, sag, tag, wag ; brag, crag, 

drag, flag, slag, snag, stag. 
bed, fed, led, red, wed ; bled, bred, fled, shed, sled, sped, 
dip, hip, lip, nip, ri]), sip, tip ; chip, clip, drip, flip, grip, 

ship, skip, slip, snip, trip, whip, 
cot, dot, got, hot, lot, not, pot, rot ; blot, clot, plot, slot, 

spot, trot, 
bun, fun, gun, nun, pun, run, sun, tun ; shun, spun, stun. 

Second, with triple blend, varying the vowels; 
as, bag, heg, big, bog, bug; lack, lick, lock, luck; 
pane, pine; tone, tune. 

These exercises for the further fixing of the vowels 
should begin with the second month of the second 
term, when the children can write from dictation 
most of the single and double consonants. 



WRITTEN LANGUAGE 



83 



a 

male 

pale 

tale 

stale 

dame 

tame 

Dane 

mate 



peel 

teel 

steel 

deem 

teem 

dene 

mete 



Suggestive Lists 

Long Vowels 

i u 

mile mole mule 

pile pole pule 

tile 

stile stole 

dime dome 

time tome 

dine dune 

mite mote mute 



a 

bag 

Dan 

rack 

bad 

fan 

pan 

tan 

sap 

bat 

hat 

pat 

lack 

sack 

clack 

bland 



e 
beg 
den 
reck 
bed 
fen 
pen 
ten 

bet 

pet 



blend 



Short Vowels 



big 

din 

rick 

bid 

fin 

pin 

tin 

sip 

bit 

hit 

pit 

lick 

sick 

click 



bog 
don 
rock 



sop 

hot 

pot 

lock 

sock 

clock 

blond 



u 
bug 
dun 
ruck 
bud 
fun 
pun 
tun 
sup 
but 
hut 

luck 
suck 
cluck 
blunder 



84 THE PROGRESSIVE ROAD TO READING 



Blackboard Drill 

(to be followed by written and oral spelling) 



fad 


fade 


slat 


slate 


kit 


kite 


glad 


glade 


den 


dene 


sit 


site 


mad 


made 


met 


mete 


spit 


spite 


shad 


shade 


bid 


bide 


whit 


white 


rag 


rage 


hid 


hide 


rod 


rode 


sag 


sage 


rid 


ride 


con 


cone 


stag 


stage 


prim 


prime 


hop 


hope 


wag 


wage 


slim 


sHme 


mop 


mope 


sham 


shame 


din 


dine 


slop 


slope 


can 


cane 


fin 


fine 


dot 


dote 


man 


mane 


pin 


pine 


not 


note 


pan 


pane 


shin 


shine 


rot 


rote 


van 


vane 


spin 


spine 


cub 


cube 


cap 


cape 


tin 


tine 


tub 


tube 


tap 


tape 


win 


wine 


hug 


huge 


scrap 


scrape 


twin 


twune 


dun 


dune 


at 


ate 


trip 


tripe 


tun 


tune 


hat 


hate 


strip 


stripe 


us 


use 


rat 


rate 


bit 


bite 


cut 


cute 



III. SECOND YEAR, FIRST HALF 

Note. — Formal Spelling is begun in this Grade. 

(a) Visualizing and Writing Unphonetic Words 

All unphonetic words are taught under this head. 
The following hst, and that given at the end of 



WRITTEN LANGUAGE 



85 



Chapter One under Review Work (page 18), are 
suggested, because in these Ksts may be found most 
of the Httle words needed in dictation and composi- 
tion. Continued and conscientious drill on these 
words will show immediate results in all the chil- 
dren's written work. 



of 


always 


two 


there 


said 


head 


four 


one 


says 


they 


laugh 


once 


bread 


know 


both 


come 


when 


buy 


six 


some 


them 


chair 


five 


do 


these 


floor 


you 


could 


away 


gone 


who 


would 


pretty 


what 


whose 


his 


grew 


again 


here 


eye 


road 


brought 


read 


been 


give 


work 


eight 


does 


live 


other 


off 


every 


don't 


put 


shall 


very 


talk 


seven 


any 


were 


walk 


sure 


many 


have 



(6) Writing Words built from Basal Phonograms 

Group-words, as fur, pur, are taught under this 
head. 

Do not teach any word that the children would 
not be likely to use. 



86 THE PROGRESSIVE ROAD TO READING 

(c) Writing Sets of Phonetic Words from Dictation 
Partial Plan of Work 

(with drills on long and short vowels) 

The children are aljle to write from dictation all 
simple words of the triple blend, as cut and heg. 

The work of this grade will include those words 
beginning or ending with double consonants. Drill 
especially on words taken from the reading book. 



band 


bend 




bond 




drag 


dreg 






drug 


flap 




flip 


flop 






fleck 


flick 


flock 




flash 


flesh 






flush 


span 




spin 




spun 


spake 




spike 


spoke 




stack 




stick 


stock 


stuck 


stale 


steel 


stile 


stole 




swam 




swim 




swum 



{d) Formal Spelling Begun 

Terminations — ing, y, ed, er, est, Jul, ly, less, ness. 

Dictate a word that admits of the addition of a 
termination without a change in the vowel value of 
the primitive word, as clear. Then dictate clearing, 
clearer, clearest. If a mistake is made, correct by- 
means of visualization. 



WRITTEN LANGUAGE 



87 



IV. SECOND YEAR, SECOND HALF 

The work continues along the lines laid down in 
the first half of the second year. 

(a) Writing Unphonetic Words 

This list the teacher will supply. It is suggested 
that it be made up from the familiar words contained 
in the reading vocabularies of the second half of the 
first year. 

(6) Writing in Groups Words built from Phonograms 
Group words are taught wherever necessary. 

(c) Writing Sets of Phonetic Words from Dictation 

These drills will contain those words that begin 
and end with double and triple consonants. Then 
syllabic terminations may be used. 



u 



drank 

shrank 

thrash 

bland 

stacking 

batter 

patter 

Fanny 

barrow 

fallow 



thresh 
blend 

better 



fellow 



drink 




drunk 


shrink 




shrunk 
thrush 




blond 


blunder 


sticking 


stocking 




bitter' 




butter 




potter 


putter 


finny 




funny 





borrow 


burrow 




follow 






This list should be made as full as possible. 



THE PROGRESSIVE ROAD TO READING 



(d) Formal Spelling 
(i) Using Suffixes and Prefixes 

Use here not only the terminations already drilled 
upon, but add new suffixes, as ish, ment, and ance. 

Introduce the use of prefixes, as, com, con, de, dis, 
en, im, in, re, sub, un. 

In the following illustrative exercise, the basal 
word joy \& visualized ; all others are- dictated. 



joy 




joyfully 


annoying 


enjoy 




boy 


annoyed 


enjoyed 




boyish 


royal 


enjoying 




boyishly 


royalty 


enjo\Tnent 




annoy 


royally 


joyful 




annoyance 


royalist 


Note. — 


Careful 


articulation is 


necessary in this 


exercise. 









(2) Doubling the Final Consonant 
Read across : 

pad padded padding 

beg begged begging 

slam slammed slamming 

sun sunned sunning 

drop dropped dropping 

big bigger biggest 

hot hotter hottest 

Follow the blackboard drill with oral and written 
spelling. 



WRITTEN LANGUAGE 



89 



(3) Y Changing to / 

Final ij changes to i when es, er, est, or ed is added 
to the word. Read across : 

cry 

try 

crazy 

funny 

happy 

merry 

Fohow the blackboard drill with oral and written 
spelling. These lists should be amplified according 
to need. 



cries 


cried 


tries 


tried 


crazier 


craziest 


funnier 


funniest 


happier 


happiest 


merrier 


merriest 



CHAPTER V 

WRITTEN LANGUAGE 

Part II : Sentences 
OUTLINE 

I. WRITING VISUALIZED SENTENCES 

(a) First year, first half. 

(6) First year, second half. 

(c) Second year, first half. 

(d) Second year, second half. 

II. WRITING DICTATED SENTENCES 
(a) New work in punctuation. 

III. WRITTEN REPRODUCTION 

IV. FORMAL COMPOSITION 



90 



CHAPTER V 

WRITTEN LANGUAGE 

Part II : Sentences 

I. WRITING VISUALIZED SENTENCES 

The writing of visualized sentences should begin 
in the fifth month of the first term. The material 
for the work is. to be taken from review reading 
matter, either directly or in rearrangement. 

As to punctuation, lay main stress on the capital 
at the beginning of a sentence and the period at the 
end. 

(a) First Year, First Half 

DICKY DARE 

" I am going to school," said Dicky Dare. 
On the way to school he met the cow. 
" Good morning, cow," said Dicky Dare. 
" Moo ! moo ! " said the cow. 
" Baa ! baa ! " said the sheep. 
" Oof ! oof ! " said the pig. 
" S-s-s ! " said the goose. 
And Dicky Dare went to school. 
91 



02 THE PROGJIESSIVE ROAD TO READING 

THE BEAR 
One day the pig said, " I am going to the woods." 
" I will go too," said the sheep. 
" So will I," said the goose. 
" I will not go," said the cow. 
By and by they met the bear. 
" Gr-r-r," said the bear. 

" What are you doing in the woods ? The woods are 
my woods." 

The sheep ran. The pig ran. The goose ran. 
They ran all the way back. 

(6) First Year, Second Half 

BLACK RAT 

One day Black Rat met the King in the kitchen. 

" Please give me something to eat," said Black Rat. 
" I will not," said the King. 

Black Rat would not go away. So the King called 
Big Cat. 

" Black Rat is in the kitchen, Big Cat. Go and eat 
him up," said the King. 

But Black Rat ran away. He was afraid of Big Cat. 

THE MOUSE AND THE CHEESE 

Once there was a little mouse. She lived with her 
mother in a big house. 

One day the mice were in the cellar. The little mouse 
said, " I see some cheese." 

" It is a trap," said the mother. 

The cheese smelt good. The little mouse took a bit. 

Snap went the trap. The little mouse was held fast in it. 



WRITTEN LANGUAGE 93 

LITTLE LARK 

"The sun is shining," said Little Lark. "I will fly 
away to the King, and sing him a song." 

On the way he met Brown Fox. " Where are you 
going, Little Lark? " asked Brown Fox. 

" I am going to the King, to sing him a song," said 
Little Lark. 

Brown Fox said, " I will go with you, Little Lark." 

Little Lark said, " No, you would only eat me up." 
So Little Lark flew away till he came to the King's house. 

THE HEN AND HER BREAD 

The Hen found a bag of flour. She wished to carry 
it home. 

So she asked the Duck to help her. The Duck said, 
"No." 

The Hen went to the Turkey. " Please help me to 
carry home the bag," said the Hen. 

"No, I .will not,' said the Turkey. So the Hen 
carried it home herself. 

The Hen wished to bake the bread. She asked the 
Duck to help her. The Duck said, " No." 

Then the Hen went to the Turkey. " Please help me 
to bake my bread," said the Hen. 

The Turkey said, " No, I will not." 

So the Hen asked the Goose to help her. But the 
Goose said, "No." 

The Hen baked the bread herself. The Duck, the 
Turkey, and the Goose saw the bread. They said, 
" Give us some." The Hen said, " No, I shall eat it 
myself." * 



94 THE PROGRESSIVE ROAD TO READING 
(c) Second Year, First Half 

THE THREE BEARS 

Once upon a time there were three bears. 

One was named Big Bear. One was named Middling 
Bear. One was named Little Bear. 

These bears lived in a little house in the woods. In the 
kitchen there were three bowls. 

In the parlor there were three chairs. In the bedroom 
there were three beds. 

One day the bears went out for a walk. While they 
were gone, a little old woman came along. She knocked 
at the door. 

Nobody said, "Come in." She knocked again. 

Nobody said, " Come in." The little old woman opened 
the door and went in. 

And this is what she did. First she ate the soup in 
Little Bear's bowl. 

Then she went into the parlor. She sat down in 
Little Bear's chair, and broke it to pieces. 

Then she went into the bedroom. She lay down on 
Little Bear's bed, and fell fast asleep. 

By and by the bears came home. They went into the 
kitchen. "My soup is all gone," said Little Bear. 

They went into the parlor. "My chair is all broken," 
said Little Bear. 

"Somebody is in the house," said Big Bear. 

They went into the bedroom. " Here she is in my bed," 
said Little Bear. 

"Let us hang her," said Big Bear. 

"Let us drown her," said Middling Bear. 



WRITTEN LANGUAGE 95 

"Let us throw her out of the window," said Little 
Bear. 

"Gr! Gr ! Gr!" said all the bears. 

This woke up the little old woman. She jumped out 
of the window, and never went back to the woods again. 

(d) Second Year, Second Half 

THE LORD OF THE FOREST 

A man once had a cat who was very bad. So one day 
he put the cat into a bag. He carried the bag into the 
forest and left it there. 

"Here I am in this forest," said the cat. "I will build 
myself a little house." So the cat built a little house and 
lived there very happily. 

One day when he was out walking he met a fox. The 
fox had never seen a cat. 

"Who are you?" said the fox. 

"I am the lord of this forest," said the cat. The fox 
bowed low. 

"You are very beautiful," said the fox. "Let me be 
your servant." 

"Very well," said the cat. "I will stay at home. 
You go and bring me a good dinner." 

Away went the fox. On the way he met a wolf and 
a bear. 

"How do you do?" said the wolf. "I have not seen 
you for a long time." 

"I have been working," said the fox. 

"Who is your master?" asked the wolf. "My master 
is the lord of this forest," said the fox. 



96 THE PROGRESSIVE ROAD TO READING 

"Tell your master I will come to see him," said the 
wolf. 

"I will come too," said the bear. 

"Very well," said the fox, "But when you come, be 
sure to bring a sheep or a goat. If you do not, my master 
will eat you up." 

The wolf promised to bring a sheep. The bear prom- 
ised to bring a goat. The fox ran home to his master. 

That night the wolf caught a goat. The bear caught 
a sheep. They carried them to the cat's house. 

They knocked at the door. The cat came to the door. 
"Is this my dinner?" said the cat. "This is not 
enough." 

"I am the lord of this forest. Bring me dinner every 
day, or I will eat you up." 

The wolf and the bear promised, and ran away as fast 
as they could. They were very much afraid. 

That night the bear and the wolf told the story to all 
the other animals of the forest. 

They were all very much afraid. But the cat and the 
fox were happy. They had plenty to eat. 

11. WRITING DICTATED SENTENCES 

The writing of dictated sentences is to begin in 
the middle of the first year, second half. 

The material is to be taken from review reading 
matter. 

Writing visualized sentences has given practice 
in the use of a capital at the beginning and a period 
at the end of a sentence. 



WRITTEN LANGUAGE 97 

(a) For new work in punctuation take up : 

1. Capital for proper names. 

2. Quotation marks. 

3. Capital for the first word of a quotation. 

4. Comma. 

To teach the use of quotation marks, the following 
method may prove suggestive. 

First Step 

The teacher writes on the blackboard the sen- 
tence, The swn is shining said Little Lark. She then 
asks questions to determine the placing of the 
quotation marks : 

What did Little Lark say ? 
What is the first word he said ? 
What is the last word he said ? 

The. teacher places the quotation marks thus, 

"The swn is shining^' said Little Lark. 
Now she proceeds to the placing of the comma. 

What part of the sentence was not said by Little Lark ? 

The teacher underlines said Little Lark. Then 
she asks several children to state what Little Lark 
did say. The teacher then states that the part 
spoken is always separated from the rest by a 
comma; as, "The sun is shining/' said Little Lark. 

The exercise may be varied by reversing the order 
of the clauses; as, Little Lark said, "The sun is 
shining.'^ 



98 THE PROGRESSIVE ROAD TO READING 

Second Step 

The teacher gives the clauses one at a time ; for 
instance, The man said, — It is a fine day, — and the 
children are recjuired to answer these questions : 

What did the man say ? 

What is the first word he said ? 

What is the last word he said ? 

Where will you place the quotation marks? 

Where will you i)lace the comma? 

This drill is absolutely necessary in the ease of the 
third group, and it is well to make sure of the first 
and second groups also. 

Third Step 

When the children can go through the above drill 
fairly well, begin to dictate sentences. All mistakes 
in each sentence should be corrected l^efore further 
dictation. 

III. WRITTEN REPRODUCTION 

At the end of the first term the children shoidd 
iDCgin to reproduce simple stories as seat work. This 
should be entirety free, but should be criticized 
l3y the teacher in punctuation and capitalization, 

IV. FORMAL COMPOSITION 

Formal composition should begin in the middle 
of the second year. Success in composition depends 



WRITTEN LANGUAGE 99 

largely upon the teacher's method m the oral de- 
velopment of the thought to be expressed in writmg. 
Naturally, variety of expression will arise, and 
should be encouraged, but the main thing is to have 
the child see a topical analysis grow on the black- 
board as the oral work of the class progresses. The 
necessary vocabulary should be developed on the 
blackboard at the same time. . 



CHAPTER VI 
SUGGESTED SEAT WORK 
OUTLINE 

I. FIRST YEAR, FIRST HALF 

(a) Hand work. 

(6) Silent reading. 

(c ) Writing : visualizing sentences. 

(f/) Number : counting, addition, subtraction. 

II. FIRST YEAR, SECOND HALF 

(a) Hand work. 

(6) Silent reading. 

(c ) Writing : free reproduction. 

(d) Number : notation. 

III. SECOND YEAR, FIRST HALF 

(a) Hand work. 

(b) Silent reading. 

(c ) Writing : formal spelling by copy ; stories. 

(d) Number : problems. 

IV. SECOND YEAR, SECOND HALF 

(a) Hand work. 
(6) Silent reading. 

(c ) Writing : formal spelling by copy ; stories. 

(d) Number : measurements ; multiplication tables. 

V. GENERAL STATEMENT 

100 



CHAPTER VII 

SUGGESTED SEAT WORK 

I. FIRST YEAR, FIRST HALF 

If the class is taught in groups, as is recom- 
mended, the teacher will have to provide for profit- 
able seat work. 

For the first month or two the various forms of 
hand work, such as weaving, sewing, raffia and bead 
work, will predominate. Gradually, however, the 
silent reading of the supplementary stories, the 
exercises in writing, and the study of number will 
take the place of much of the manual training. 

At the end of two months it will be found that 
only the hand work regularly prescribed in the course 
of study -will be necessary. The written reproduc- 
tion of simple stories may begin at the end of the 
first term. 

Particular attention is called to the fact that if 
the number work is carefully ari^anged for silent 
study, the pupils will make surer and more rapid 
progress than if all the time spent in number had 
been used in oral recitation. 

1 This chapter does not attempt a full exposition of the fore- 
going outline. It aims only at suggestive explanation. 

101 



102 THE PROGRESSIVE ROAD TO READING 

Before the teacher can begin work in number, a 
child must have a conception of number. No one 
can give a child his notion of number; he must 
get it for himself. 

However, he may be helped to acquire it, and to 
that end the seat work in number must be carefully 
arranged. For a while he must work with objects. 
Blocks are better than anything else, l3ecause they 
are easily seen, easily handled, and not easily lost. 
Moreover, if the child has had kindergarten train- 
ing, he will be familiar with blocks. 

The child needs to round out his conception of 
number ])y having the same facts presented in many 
different forms. Exercises in counting should be 
given eveiy day. 

II. FIRST YEAR, SECOND HALF 

By the middle of the second term the first and 
second sections will he alile to read well. Then the 
teacher may take several large sheets of oak tag, 
and write on each as many numbers as it will hold ; 

thus : 

six 

eight 

fourteen 

forty-six 

twenty-three 

On other sheets the hundreds are written, one 
hundred on one sheet, two hundred on another, etc. 



SUGGESTED SEAT WORK 



103 



The hundreds' sheet is hung on the wall, and the 
other sheet beside it, in this way : 





one hundred 




forty-eight 
six 














eighty-five 






thirteen 






two 




When the child has finished his work, his paper 


will read : 


148 


106 


185 


113 


102 


Or the teacher may place on the blackboard : 


45 ' 


137 






106 







59 

and direct the children to write the numbers in 
words. 

This combines silent reading of words, number 
work, writing of figures, and writing of words. 



104 THE PROGRESSIVE ROAD TO READING 

III. SECOND YEAR, FIRST HALF 

Let the children build up words out of given 
phonetic elements already mastei'ed. 

Children should here be encouraged to write 
stories. 

Simple problems may be set on chart or blackboard 
in words the children can surely read. 

Addition of like numbers and continued subtrac- 
tion of the same number will prepare for multiplica- 
tion and division. 

IV. SECOND YEAR, SECOND HALF 

Continue the copying and the free reproduction of 
stories. Encourage free writing of stories. 

Build words with given initial consonants, basal 
phonograms, and terminations. 

Set columns of singulars for formation of plurals 
and the reverse. 

In general, follow the suggestions given in Chapters 
III, IV, and V on Phonetic Development and Drill 
and Written Language. 

Let the children work with rulers. Let them 
measure their desks, seats, books, pencils, paper, 
etc., and even the width of the boards that com- 
pose the flooring, and make record of the measure- 
ments. The multiplication tables may be learned 
entirely through seat work. A weekly test will show 
when the children are ready for the next step. 

Division may be taught in the same way. 



SUGGESTED SEAT WORK 105 

V. GENERAL STATEMENT 

The wise teacher in any grade will quickly dis- 
cover whether the seat work is really profitable, 
and will be governed accordingly. The vital point 
in this whole matter is to make the children feel 
that the seat work is a serious and important part 
of the school curriculum. This will be accomplished 
if they know that the teacher will look over the 
results of the seat work carefully. 



19. 



LDMAHY OF CONGRESS 



019 823 788 7 



